# data[].attributes.body
Tina

# data[].attributes.headline
Effects of Traumatic Brain Injury & Suggested Aids

# data[].attributes.subject
Effects of Traumatic Brain Injury & Suggested Aids

# data[].attributes.body
Memory difficulty is a common symptom after a brain injury. Memory aids are strategies or tools used to prompt or remind an individual when, where, or how a task should be completed. Organization support such as developing a routine of where items are kept to make finding them easier is also helpful.

Maintaining focus on a specific task may become difficult after a brain injury. Finding appropriate devices to assist with maintaining focus ore redirecting attention to another task may be important.

Both low-tech and high-tech devices can be used to help in improving communication. Breathing and relaxation techniques can be introduced to help calm emotions.

https://www.easterseals.com/ia/shared-components/document-library/assistive-technology-for.pdf

# data[].attributes.body
Linda

# data[].attributes.body
Ian

# data[].attributes.body
Alyssa

# data[].attributes.body
Stephanie

# data[].attributes.body
Diane

# data[].attributes.body
Stephen

# data[].attributes.body
Sasha

# data[].attributes.body
Liz

# data[].attributes.body
Linda

# data[].attributes.body
Diane

# data[].attributes.body
Tina

# data[].attributes.body
stephanie

# data[].attributes.body
Stephen

# data[].attributes.headline
It's important to foster academic routines to establish learning and comprehension in deaf students. 

# data[].attributes.subject
It's important to foster academic routines to establish learning and comprehension in deaf students. 

# data[].attributes.body
"...the application of successful strategies to overcome the functional challenges of hearing loss and enhance communication capabilities can increase an individual’s participation in meaningful activities."(1)

For some students, it can feel the weight of the world living with this disability, and classrooms can sometimes be the only place for academic routines to begin.

In order to attain information and make autonomous decisions, the teacher must understand the student's challenges. The school district and the parents will need to support this endeavor by comparing different classroom techniques, arrangement, and assistive technologies.  The teacher must try to adapt their lessons by utilizing a flipped classroom, using live captions on a Smartboard or projector, and even learning some basic sign language themselves.

(1)National Academies of Sciences, Engineering, and Medicine. 2016.
Hearing Health Care for Adults: Priorities for Improving Access and Affordability.
Washington, DC: The National Academies Press. https://doi.org/10.17226/23446

# data[].attributes.body
Lots of strategies such as:
~face the classroom, not the blackboard, or Smartboard
~encourage the student to sit near the lecturer in order to pick up on visual cues easily
~use a hearing-aid specific microphone
~transcribe lectures (closed-captioning)

https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/deaf-hearing-impaired

# data[].attributes.headline
Equipment in a Multi-disabilities Classroom

# data[].attributes.subject
Equipment in a Multi-disabilities Classroom

# data[].attributes.body
This former Special Ed teacher offers a list of Assistive Technology Equipment she’s used or recommends using with multiple disabilities students.

# data[].attributes.attachment_link.readable_text
When you teach in a multiple disabilities classroom, there are a lot of interesting and important extra things we use when teaching. I'm talking about equipment! Unfortunately, occupational therapy, speech therapy, physical therapy, and the teacher for the visually impaired can only come so often. That's why it is important for staff in the classroom to implement the activities students need to practice from their various therapists in their regular school day. Lets talk about equipment in a multiple disabilities classroom.

What kind of equipment?

My students have a variety of needs. Some of my students need to sit in a specific chair, like a rifton chair, for a certain amount of time a day. Some students need to use a stander or gait trainer several times a week. Other students need specific wedges or supports to help them sit outside of their wheelchair. Maybe my students need to use a set of mounted scissors, an adapted pourer, a switch, a certain kind of grip or more!

How do I Implement equipment in my everyday schedule?

Look at your schedule and pick out parts of the day where a student is working at a table or when they are in a group lesson. For me, those are the best times to put students in their equipment. Why? If the student is working at the table it's easy to set up a simple activity while they sit in a special chair or use a stander. Group lessons are perfect for when a student needs to be in positioning equipment like a stander, gait trainer, or tomato chair. If you are ever unsure about how to use your students equipment, make sure to consult with your district's occupational therapist and physical therapist. Check out this blog post from Taylor for some tips and tricks to get you started.

This is just some of the equipment you can expect to see in my classroom on any given day. All of these things are important to my students' learning, so I make sure to implement them as often as possible. I hope you enjoyed learning about the different types of equipment in a multiple disabilities classroom.

Bonus Section!

This year was a hard year in teaching, I know many of you felt the same. But my students really knocked it out of the park this year! With parent permission I would like to share how amazing they are with you! Three of my students won the Yes I Can! Award from the Oklahoma Council For Exceptional Children. It was an amazing opportunity for them and they worked so hard. They won the award for communication, technology, and academics this year.

We also got to go to the Special Olympics for the first time in two years. It was amazing! We all missed it so much. I am incredibly lucky to get to be with my students for multiple years and I loved getting to take my 5th graders to the Special Olympics one last time before middle school. They stepped out of their comfort zone and each student won a medal. They did an amazing job and I wanted to share their amazing achievements this year. We made so many leaps in communication and academic skills this year. I'd love to hear stories about your amazing students!

# data[].attributes.attachment_link.title
Equipment in a Multiple Disabilities Classroom - Simply Special Ed

# data[].attributes.attachment_link.description
When you teach in a multiple disabilities classroom, there are a lot of interesting and important extra things we use when teaching. I'm talking about equipment! Unfortunately, occupational therapy, speech therapy, physical therapy, and the teacher for the visually impaired can only come so often.

# data[].attributes.headline
Reading/Writing Assistive Tech for Students with Multiple Disabiilities

# data[].attributes.subject
Reading/Writing Assistive Tech for Students with Multiple Disabiilities

# data[].attributes.body
Disclaimer: I captured the image and accidentally closed the tab without getting the website for reference (had multiple tabs open). I tried going through my recent webpage history but was still unable to find it, I apologize.

# data[].attributes.body
In this podcasts the hosts discuss the myths and misconceptions around the use of assistive technology (about 45 mins long)

# data[].attributes.attachment_link.readable_text
Another week, another episode of 16:1! This episode is all about Assistive Technology and what that can look like in a classroom. Low tech, mid tech, or high tech-- this is what AT can mean for you and your students.

# data[].attributes.attachment_link.title
‎16:1: Assistive Technology on Apple Podcasts

# data[].attributes.attachment_link.description
Another week, another episode of 16:1! This episode is all about Assistive Technology and what that can look like in a classroom. Low tech, mid tech, or high tech-- this is what AT can mean for you and your students.

# data[].attributes.body
This website offers bite size information on Multiple Disabilities by first introducing Sharon, then going into helpful definitions, tips and resources. An easy read!

# data[].attributes.attachment_link.readable_text
See fact sheets on other disabilities
Sharon's Story

Sharon is an active five year old who loves to spend time with her grandmother. She also loves to fingerpaint and play with the family dog. Sharon has multiple disabilities. When she was born, she didn't get enough oxygen. As a result, she has an intellectual disability, problems with mobility, and a speech impairment that makes it hard to understand what she's saying. That doesn't stop Sharon from chattering, though. She has a lot to say.

For Sharon's parents, it's been a long road from Sharon's birth to today. When she was just a baby, she began receiving special services called early intervention. These services help children with disabilities from birth to their third birthday. In early intervention, Sharon learned to crawl and to stand and-finally!-to walk with braces.

Now in preschool, Sharon receives special education services. Like early intervention, these services are meant to address her special learning needs. Her parents are very involved. They sit down often with the preschool staff and talk about Sharon's progress. The team also talks about Sharon's challenges and how to address them. Last week, for example, Sharon got a picture board to help her communicate. She's busy learning to use it.

Sharon's parents know that Sharon will always need some support because of her multiple disabilities. But her parents also know how determined Sharon can be when she's learning something new. She's going to learn it, by golly, there's no stopping her.

Causes of Multiple Disabilities

Having multiple disabilities means that a person has more than one disability. What caused the disabilities? Often, no one knows.

With some children, however, the cause is known. For example, Sharon's disabilities were caused by a lack of oxygen at birth. Other causes can include:

Chromosomal abnormalities

Premature birth

Difficulties after birth

Poor development of the brain or spinal cord

Infections

Genetic disorders

Injuries from accidents (1)

Whatever the cause, the result is that the child has multiple disabilities. Fortunately, there's help available. Keep reading to find out more.

Multiple Disabilities Aren't All the Same

The term multiple disabilitie s is general and broad. From the term, you can't tell:

how many disabilities a child has;

which disabilities are involved; or

how severe each disability is.

Many combinations of disabilities are possible. For example, one child with multiple disabilities may have an intellectual disability and deafness. Another child may have cerebral palsy and autism. Sharon, above, had three different disabilities. All have multiple disabilities-but oh, such different ones!
To support, parent, or educate a child with multiple disabilities, it's important to know:

which individual disabilities are involved;

how severe (or moderate or mild) each disability is; and

how each disability can affect learning and daily living.

The different disabilities will also have a combined impact. That's why it's also important to ask: How does the combination of these disabilities affect the child's learning, balance, use of the senses, thinking, and so on?

The answer will help parents and involved professionals decide what types of supports and services the child needs now and in the future.

Have You Recently Learned that Your Child has Multiple Disabilities?

If so, you may find it helpful to read two articles on this website:

Help for Children with Multiple Disabilities

When children have multiple disabilities, they are often eligible for the type of help that Sharon, our story girl, is receiving. In fact, more than 8,000 children in preschool (ages 3-5) received special education and related services in the U.S. in the Fall of 2011 because of their multiple disabilities. ( 2) More than 125,000 school-aged children did, too. ( 3)

For babies and toddlers | When a baby is born with multiple disabilities, his or her parents should know that there's a lot of help available-and immediately. Shortly after the diagnosis of multiple disabilities is made, parents will want to get in touch with the early intervention system in their community. We'll tell you how in a moment.

Early intervention is a system of services that helps infants and toddlers with disabilities (until their 3rd birthday) and their families. Early intervention services are available in every state and territory, as required by the Individuals with Disabilities Education Act (IDEA). These services may be provided on a sliding-fee basis. This means that the costs to the family will depend upon their income.

To access early intervention services in your area, ask your child's pediatrician for a referral. You can also call the local hospital's maternity ward or pediatric ward, and ask for the contact information of the local early intervention program.

For children in school | IDEA also requires that special education and related services be made available to every eligible child with multiple disabilities. This includes preschoolers (ages 3-21). These services are specially designed to address the child's individual needs associated with the disabilities. The services are provided at no cost to families.

To access special education services for a school-aged child with multiple disabilities, get in touch with your local school system. Calling the elementary school in your neighborhood is an excellent place to start.

IDEA's Definition of Multiple Disabilities

Speaking of IDEA, this very important federal law defines the term multiple disabilities as follows.
Multiple disabilities...
...means concomitant [simultaneous] impairments (such as intellectual disability-blindness, intellectual disability-orthopedic impairment, etc.), the combination of which causes such severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments. The term does not include deaf-blindness. [§300.8(c)(7)]

As you can see, there's more to IDEA's definition of multiple disabilities than having more than one impairment or disability. A key part of the definition is that the combination of disabilities causes the student to have severe educational needs. In fact, those educational needs must be severe enough that they cannot be addressed by providing special education services for only one of the impairments.

The federal definition of multiple disabilities gives two examples of possible combinations of disabilities:

intellectual disability and blindness; and

intellectual disability and orthopedic impairment.

But these are just examples. A child may have another combination of disabilities that causes severe educational needs-cerebral palsy and autism, for example, or blindness and an emotional disturbance. Whatever the combination is, a child served under IDEA's category of "multiple disabilities" will have a special education program that is designed to address the educational needs that arise from all of the child's disabilities, not just one.

Note that IDEA does not include deaf-blindness as an example of multiple disabilities. That's because deaf-blindness is defined separately and is a disability category of its own under IDEA.

Beyond the Federal Definition

So, what level of educational need is considered "severe enough" to make a student with multiple disabilities eligible for special education? Each state defines this for itself. So it's important to know your state's definition of multiple disabilities. It's also important to know:

how each disability affects the child's learning and functioning, and

how the combination of disabilities does as well.

Bear in mind that it's hard to say how a combination of specific disabilities will affect an individual child. That will depend on the disabilities involved and their severity.

The Evaluation Process

An in-depth evaluation of the child must be conducted (with parental consent) before any services or supports may be provided under IDEA. This evaluation is free of charge to families. Its purpose is to gather detailed information about:

the nature and extent of the child's disabilities; and

the educational or developmental needs resulting from those disabilities.

With information from the evaluation, parents and involved professionals can then work together to decide what services and supports the child will receive, given his or her individual needs.

Supporting Children with Multiple Disabilities

Most children with multiple disabilities will need some level of help and support throughout their lives. How much support a child needs will depend on the disabilities involved. A child with mild multiple disabilities may only need intermittent support (meaning, support is needed every now and again, or for particular tasks). Children with multiple, more severe disabilities are likely to need ongoing support.

Support in major life activities | When considering what supports a child needs, it's helpful to think about major life activities. "Major life activities" include activities such as:

caring for oneself;

performing manual tasks;

seeing, hearing, eating, and sleeping;

walking, standing, lifting, and bending;

speaking and communicating;

breathing;

learning;

reading;

concentrating and thinking; and

Are any of these major life activities a challenge for the child because of his or her disabilities? Five-year-old Sharon has difficulties with caring for herself, walking, standing, and communicating. Her intellectual disability makes learning, reading, concentrating, and thinking a challenge. Not surprisingly, these are the areas where Sharon needs extensive support. Only time will tell how much support she'll need as she grows older.

Tips for Parents

Learn about each of your child's disabilities. The more you know, the more you can help yourself and your child.

Love and play with your child. Treat your son or daughter as you would a child without disabilities. Take your child places, read together, have fun.

Know your child's needs, play to his or her strengths. Each child with multiple disabilities has learning needs, yes, but each also has his or her own set of skills, strengths, interests, enthusiasms, and preferences. These can be used to motivate your child and enrich learning, growth, and individuality.

Don't let the labels get you down. What terms should you use to describe your child's disabilities? There may be many to choose from (e.g., delay, developmental disability, cerebral palsy, physical disability, speech or language disorder, multiple disabilities), and each one describes a different aspect of your child. Learn to understand and be comfortable with using each one. This will help you be an advocate for your child and his or her unique gifts and challenges.

Encourage your child to be independent. For example, help your son or daughter learn self-care skills such as getting dressed, grooming, and doing laundry.

Team with the professionals working with your child. As a parent, you have the right to participate in team meetings where your child's education or program is being planned. Be there. Share your unique knowledge of who your son or daughter is; advocate that the program address your child's needs.

Investigate assistive technology (AT). AT is appropriate, even essential, for many children with multiple disabilities. Without AT, there may be many tasks they simply cannot do or will have difficulty doing. Computers, augmentative/alternative communication systems, communication boards, head sticks, and adaptive switches are just some examples of helpful AT. Visit the Family Center on Technology and Disability to learn more about which AT devices may be useful to your child:
http://www.fctd.info

Practice and reinforce. Do your child's disabilities affect his or her intellectual functioning? If so, he or she will be slower to learn new things and will have difficulty applying that learning in new situations. Be concrete. Give lots of hands-on opportunities for learning and practice. Give feedback immediately. Repeat the learning task in different settings.

Give your child chores. Keep in mind his or her age, mental capacity, attention span, and abilities. If necessary, divide tasks into small steps. Explain what your child is supposed to do, step by step, until the chore is done. Demonstrate. Offer help when it's needed and praise when things go well.

Find out what your child is learning at school. Look for ways to apply it at home. For example, if the teacher is reviewing concepts of money, take your child to the supermarket with you to help keep track of what money you're spending.

Look for social opportunities in the community (such as Scouts) or activities offered through the department of sports and leisure. Joining in and taking part will help your child develop social skills and have fun.

Talk with other parents whose children have disabilities -especially those who have one or more of the same disabilities as your child. Other parents can be a fountain of practical advice and emotional support. Suggestions for finding parent groups:

Visit the websites of the disability organizations you've identified to see if they have a parent group nearby.

We also suggest reading Parent Groups, available online at: https://www.parentcenterhub.org/parentgroups/

Get in touch with your State's (CPRC). PTIs and CPRCs know the relevant resources in your state and community. They can also give you information about disabilities, the educational rights of your child, or strategies for being an effective advocate for your child. Find your PTI and/or CPRC, at: Parent Training and Information Center (PTI) and possibly the Community Parent Resource Center
https://www.parentcenterhub.org/find-your-center/

Be patient, be hopeful. Your child, like every child, has a whole lifetime to learn and grow.

Tips for Teachers

Know the needs, play to the strengths. Each student with multiple disabilities will have his or her own set of skills, strengths, and learning needs. Learning more about each disability of the student will be helpful in addressing those learning needs. Also find out more about the student's strengths and interests, enthusiasms, and preferences. These can be used to motivate the student and enrich the education he or she receives. Parents are a great source of this information. So is the student!

Be familiar with the student's IEP. If you have a student with multiple disabilities in your class, chances are that he or she has an individualized education program (IEP). The IEP will spell out the educational and functional goals to be worked on. You may have been part of the team that developed the IEP. If not, it's important to be familiar with what the student's IEP requires. Ask for a copy. Consult with administrators and other teachers, as needed, to make sure that the supports and services listed in the IEP are provided.

Allow partial participation, as necessary. Partial participation means that students with multiple disabilities aren't excluded from activities because they might not be able to complete a task fully or independently. Modifications can be made to the task itself or to how students participate.

Consider assistive technology (AT). AT is appropriate, even essential, for many students with multiple disabilities. Without AT, there may be many tasks they simply cannot perform or will have difficulty performing. Computers, augmentative/alternative communication systems, and communication boards are just some examples of helpful AT. Visit the Family Center on Technology and Disability to learn more about which AT devices may be useful to a given student:
http://www.fctd.info

Practice and reinforce. Does your student's disabilities affect his or her intellectual functioning? If so, he or she will be slower to learn new things and will have difficulty applying that learning in new situations. Be concrete; give lots of hands-on opportunities for learning and practice. Give feedback immediately. Repeat the learning task in different settings.

Encourage the student's independence. It's natural to want to help a student who's struggling to do a task single-handedly, especially when you know there's a disability involved. But it's important for the child to develop the skills it takes to live as independently as possible, now and in the future.

Resources and Organizations

Organizations

References

2 Data Accountability Center. (2012, August). Table B1-2. Number of children ages 3 through 5 served under IDEA, Part B, by disability and state: Fall 201 1. Rockville, MD: Author.

3 Data Accountability Center. (2012, August). Table B1-3. Number of students ages 6 through 21 served under IDEA, Part B, by disability and state: Fall 2011. Rockville, MD: Author.

4 Federal law at 42 USC §12102 defines "major life activities" as follows: "major life activities include, but are not limited to, caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, lifting, bending, speaking, breathing, learning, reading, concentrating, thinking, communicating, and working."

# data[].attributes.attachment_link.description
See fact sheets on other disabilities Sharon is an active five year old who loves to spend time with her grandmother. She also loves to fingerpaint and play with the family dog. Sharon has multiple disabilities. When she was born, she didn't get enough oxygen.

# data[].attributes.body
One review said, "Reading this book was a real eye-opener for me, as my knowledge of the assistive devices available for individuals with disabilities was very limited. The amount of research that is analyzed in this slim volume is very impressive. There are so many advances being made in this field that it gives me great hope for the future, as we continue to value improved quality of life for individuals of all ages and circumstances, who have multiple or profound disabilities. I recommend this book to anyone who works in the field or knows someone who could be aided by this technology."

# data[].attributes.attachment_link.readable_text
Defining Assistive Technology and the Target Populations.- Use of Microswitches in Habilitation Programs.- Speech-Generating Devices for Communication and Social Development.- Instructional Technology for Promoting Academic, Work, and Leisure Skills.- Orientation Systems for Promoting Indoor Travel.- Assistive Technology for Promoting Ambulation.- Assistive Technology for Reducing Problem Behavior.

# data[].attributes.attachment_link.title
Assistive Technology: Interventions for Individuals with Severe/Profound and Multiple Disabilities

# data[].attributes.attachment_link.description
Defining Assistive Technology and the Target Populations.- Use of Microswitches in Habilitation Programs.- Speech-Generating Devices for Communication and Social Development.- Instructional Technology for Promoting Academic, Work, and Leisure Skills.- Orientation Systems for Promoting Indoor Trav...

# data[].attributes.body
ThoughtCo’s article, mentions a few strategies and modifications teachers can employ that are both practical and inclusive.

# data[].attributes.attachment_link.readable_text
Children with multiple disabilities will have a combination of various disabilities that may include: speech, physical mobility, learning, mental retardation, visual, hearing, brain injury and possibly others. Along with multiple disabilities, they can also exhibit sensory losses and behavior and or social problems. Children with multiple disabilities, also referred to as multiple exceptionalities will vary in severity and characteristics.

These students may exhibit weakness in auditory processing and have speech limitations. Physical mobility will often be an area of need. These students may have difficulty attaining and remembering skills and or transferring these skills from one situation to another. Support is usually needed beyond the confines of the classroom. There are often medical implications with some of the more severe multiple disabilities which could include students with cerebral palsy and severe autism and brain injuries. There are many educational implications for these students.

Strategies and Modifications for Multiple Disabilities

What can you do?

Early intervention is necessary as soon as the child begins school.

Involvement of the appropriate professionals, i.e., occupational therapists, speech/language therapists, physiotherapists, etc.

A team approach at the school level involving external agency/community liaison who meet on a regular basis is essential

The physical arrangement of the classroom will need to best accommodate this child. Consideration of special equipment and assistive technology is essential.

Integration among their peers is important to assist these students with social development. It's important to integrate multiple disabled children as much as is possible. Research does indicate that when these students attend their community school and participate in the same activities as their peers is social skills develop and are enhanced. (Sometimes these students are placed full-time in a regular classroom with support, however, in the majority of cases, these students are placed in a developmental skills type of classroom with some integration.

Ensuring that all students demonstrate respect for the multiply disabled student becomes a teacher responsibility and needs to be taken seriously with ongoing activities that develop respect from the other students in the class.

An Individual Education Plan will need to be carefully planned out and adjusted on a regular basis and will need to be aligned to the child.

Remember, these children are often completely dependent on others for most/all of their daily needs.

Assistive technologies may assist this child and the support team will need to decide which assistive technologies will be most appropriate.

A safety plan will need to be developed and is often included in the IEP.

Care needs to be given in your expectations of this student to ensure the child doesn't become frustrated.

Most importantly, these identified children are to be given the same rights as non-identified school age children including screening, evaluation and an appropriate program and services.​

# data[].attributes.attachment_link.title
Strategies for Supporting Students With Multiple Disabilities

# data[].attributes.attachment_link.description
Children with multiple disabilities will have a combination of various disabilities that may include: speech, physical mobility, learning, mental retardation, visual, hearing, brain injury and possibly others. Along with multiple disabilities, they can also exhibit sensory losses and behavior and or social problems. Children with multiple disabilities, also referred to as multiple exceptionalities will vary in severity and characteristics.

# data[].attributes.body
Two things this video did:
1. Introduced some innovative AT products
2. Reminded me of the compassion and empathy that’s needed in education, and in the human experience

# data[].attributes.attachment_link.title
Top 6 Assistive Technology For People With Disabilities

# data[].attributes.headline
5 Tips for Students with a Hearing Impairment

# data[].attributes.subject
5 Tips for Students with a Hearing Impairment

# data[].attributes.body
1. Use captions
2. Make use of available technology
3. Use visual stimulus
4. Consider classroom arrangement
5. Keep unnecessary noise to a minimum

# data[].attributes.body
(i) Emotional disturbance means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:

(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors.

(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.

(C) Inappropriate types of behavior or feelings under normal circumstances.

(D) A general pervasive mood of unhappiness or depression.

(E) A tendency to develop physical symptoms or fears associated with personal or school problems.

(ii) Emotional disturbance includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance under paragraph (c)(4)(i) of this section.

# data[].attributes.attachment_link.provider_name
Individuals with Disabilities Education Act

# data[].attributes.attachment_link.title
Sec. 300.8 (c) (4) - Individuals with Disabilities Education Act

# data[].attributes.attachment_link.description
(4) (i) Emotional disturbance means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance: (A) An inability to learn that cannot be explained by intellectual, sensory, or health f…

# data[].attributes.headline
Center for Parent Information Resources: Help for School-Aged Children

# data[].attributes.subject
Center for Parent Information Resources: Help for School-Aged Children

# data[].attributes.body
IDEA requires that special education and related services be made available free of charge to every eligible child with a disability, including preschoolers (ages 3-21). These services are specially designed to address the child’s individual needs associated with the disability—in this case, emotional disturbance, as defined by IDEA (and further specified by states). In the 2016 school year, more than 349,000 children and youth with emotional disturbance received these services to address their individual needs related to emotional disturbance.

Determining a child’s eligibility for special education and related services begins with a full and individual evaluation of the child. Under IDEA, this evaluation is provided free of charge in public schools.

# data[].attributes.attachment_link.readable_text
Links updated, November 2021
This information in Spanish

The mental health of our children is a natural and important concern for us all. The fact is, many mental disorders have their beginnings in childhood or adolescence, yet may go undiagnosed and untreated for years. ( 1)

We refer to mental disorders using different "umbrella" terms such as emotional disturbance, behavioral disorders, or mental illness. Beneath these umbrella terms, there is actually a wide range of specific conditions that differ from one another in their characteristics and treatment. These include (but are not limited to):

anxiety disorders;

bipolar disorder (sometimes called manic-depression);

conduct disorders;

eating disorders;

obsessive-compulsive disorder (OCD); and

psychotic disorders.

You may be reading this fact sheet with one of these specific disorders in mind, or you may be looking for information about emotional disturbances in general. In either case, keep reading to find out what different emotional distubances have in common, how they are defined in federal law, and where to find more detailed information on specific disorders.
Quick-Jump Menu
Definition
IDEA defines emotional disturbance as follows:
We've chosen to use the term "emotional disturbance" in this fact sheet because that is the term used in the nation's special education law, the Individuals with Disabilities Education Act (IDEA).

"...a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance:

(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors.

(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.

(C) Inappropriate types of behavior or feelings under normal circumstances.

(D) A general pervasive mood of unhappiness or depression.

(E) A tendency to develop physical symptoms or fears associated with personal or school problems." ( 2)

As defined by IDEA, emotional disturbance includes schizophrenia but does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance. ( 3)

Characteristics

As is evident in IDEA's definition, emotional disturbances can affect an individual in areas beyond the emotional. Depending on the specific mental disorder involved, a person's physical, social, or cognitive skills may also be affected. The National Alliance on Mental Illness of Southern Arizona puts this very well:

Mental illnesses are medical conditions that disrupt a person's thinking, feeling, mood, ability to relate to others and daily functioning. Just as diabetes is a disorder of the pancreas, mental illnesses are medical conditions that often result in a diminished capacity for coping with the ordinary demands of life. ( 4)

Some of the characteristics and behaviors seen in children who have an emotional disturbance include:

Hyperactivity (short attention span, impulsiveness);

Aggression or self-injurious behavior (acting out, fighting);

Withdrawal (not interacting socially with others, excessive fear or anxiety);

Immaturity (inappropriate crying, temper tantrums, poor coping skills); and

Learning difficulties (academically performing below grade level).

Children with the most serious emotional disturbances may exhibit distorted thinking, excessive anxiety, bizarre motor acts, and abnormal mood swings.

Many children who do not have emotional disturbance may display some of these same behaviors at various times during their development. However, when children have an emotional disturbance, these behaviors continue over long periods of time. Their behavior signals that they are not coping with their environment or peers.

Causes

No one knows the actual cause or causes of emotional disturbance, although several factors-heredity, brain disorder, diet, stress, and family functioning-have been suggested and vigorously researched. A great deal of research goes on every day, but to date, researchers have not found that any of these factors are the direct cause of behavioral or emotional problems.

According to NAMI, mental illnesses can affect persons of any age, race, religion, or income. Further:

Mental illnesses are not the result of personal weakness, lack of character, or poor upbringing. Mental illnesses are treatable. Most people diagnosed with a serious mental illness can experience relief from their symptoms by actively participating in an individual treatment plan. ( 5)

Frequency

Of the 74.5 million children in the United States, an estimated 17.1 million have or have had a psychiatric disorder. ( 6) Half of all psychiatric illness occurs before the age of 14, and 75% by the age of 24. The most common psychiatric disorders in childhood are anxiety disorders, AD/HD and disruptive behavior, depression and bipolar disorders, and eating disorders. ( 7)

Help for School-Aged Children

IDEA requires that special education and related services be made available free of charge to every eligible child with a disability, including preschoolers (ages 3-21). These services are specially designed to address the child's individual needs associated with the disability-in this case, emotional disturbance, as defined by IDEA (and further specified by states). In the 2016 school year, more than 349,000 children and youth with emotional disturbance received these services to address their individual needs related to emotional disturbance. ( 8)

Determining a child's eligibility for special education and related services begins with a full and individual evaluation of the child. Under IDEA, this evaluation is provided free of charge in public schools.
10 Basic Steps in Special Education Questions Often Asked by Parents about Special Education Services Evaluating Children for Disability Developing Your Child's IEP
There is a lot to know about the special education process, much of which you can learn here on the CPIR site. We invite you to read the wide range of publications we offer on the topic, especially:

A Look at Specific Emotional Disturbances

As we mentioned, emotional disturbance is a commonly used umbrella term for a number of different mental disorders. Let's take a brief look at some of the most common of these.

We all experience anxiety from time to time, but for many people, including children, anxiety can be excessive, persistent, seemingly uncontrollable, and overwhelming. An irrational fear of everyday situations may be involved. This high level of anxiety is a definite warning sign that a person may have an anxiety disorder.

The term "anxiety disorder" is a broad term covering several different disabilities that share the core symptom of irrational fear. These include such different disorders as generalized anxiety disorder, panic disorder, obsessive-compulsive disorder (OCD), post-traumatic stress disorder (PTSD), social anxiety disorder (also called social phobia), and specific phobias. ( 9)

According to the Anxiety Disorders Association of America, anxiety disorders are the most common psychiatric illnesses affecting children and adults. ( 10) They are also highly treatable. Unfortunately, only about 36.9% of those affected receive treatment. ( 11)

Also known as manic-depressive illness, bipolar disorder is a serious medical condition that causes dramatic mood swings from overly "high" and/or irritable to sad and hopeless, and then back again, often with periods of normal mood in between. Severe changes in energy and behavior go along with these changes in mood. ( 12)

For most people with bipolar disorder, these mood swings and related symptoms can be stabilized over time using an approach that combines medication and psychosocial treatment. ( 13)

Conduct Disorder

Conduct disorder refers to a group of behavioral and emotional problems in youngsters. Children and adolescents with this disorder have great difficulty following rules and behaving in a socially acceptable way. ( 14) This may include some of the following behaviors:

aggression to people and animals;

destruction of property;

deceitfulness, lying, or stealing; or

truancy or other serious violations of rules. (15)

Treatment will depend on the child's symptoms, age, and general health. It will also depend on how severe the condition is. Treatment may include:

helping the child learn how to better solve problems, communicate, and handle stress, as well as how to control impulses and anger (what's known as cognitive-behavioral therapy);

family therapy;

peer group therapy (to help better social and interpersonal skills); and

medications (although these are not typically used to treat conduct disorder). (16)

Eating disorders are characterized by extremes in eating behavior-either too much or too little-or feelings of extreme distress or concern about body weight or shape. Females are much more likely than males to develop an eating disorder. ( 17)

Anorexia nervosa and bulimia nervosa are the two most common types of eating disorders. Anorexia nervosa is characterized by self-starvation and dramatic loss of weight. Bulimia nervosa involves a cycle of binge eating, then self-induced vomiting or purging. Both of these disorders are potentially life-threatening. ( 18)

Binge eating is also considered an eating disorder. It's characterized by eating excessive amounts of food, while feeling unable to control how much or what is eaten. Unlike with bulimia, people who binge eat usually do not purge afterward by vomiting or using laxatives. ( 19)

According to the National Eating Disorders Association:

Treating an eating disorder generally involves a combination of psychological and nutritional counseling, along with medical and psychiatric monitoring. Treatment must address the eating disorder symptoms and medical consequences, as well as psychological, biological, interpersonal, and cultural forces that contribute to or maintain the eating disorder... Many people utilize a treatment team to treat the multi-faceted aspects of an eating disorder. ( 20)

Obsessive-Compulsive Disorder

Often referred to as OCD, obsessive-compulsive disorder is actually considered an anxiety disorder (which was discussed earlier in this fact sheet). OCD is characterized by recurrent, unwanted thoughts (obsessions) and/or repetitive behaviors (compulsions). Repetitive behaviors (handwashing, counting, checking, or cleaning) are often performed with the hope of preventing obsessive thoughts or making them go away. Performing these so-called "rituals," however, provides only temporary relief, and not performing them markedly increases anxiety. ( 21)

A large body of scientific evidence suggests that OCD results from a chemical imbalance in the brain. ( 22) Treatment for most people with OCD should include one or more of the following:

therapist trained in behavior therapy;

Cognitive Behavior Therapy (CBT);

medication (usually an antidepressant). (23)

"Psychotic disorders" is another umbrella term used to refer to severe mental disorders that cause abnormal thinking and perceptions. Two of the main symptoms are delusions and hallucinations. Delusions are false beliefs, such as thinking that someone is plotting against you. Hallucinations are false perceptions, such as hearing, seeing, or feeling something that is not there. Schizophrenia is one type of psychotic disorder. ( 24) There are others as well.

Treatment for psychotic disorders will differ from person to person, depending on the specific disorder involved. Most are treated with a combination of medications and psychotherapy (a type of counseling). ( 25)

More about School

As mentioned, emotional disturbance is one of the categories of disability specified in IDEA. This means that a child with an emotional disturbance may be eligible for special education and related services in public school. These services can be of tremendous help to students who have an emotional disturbance.

Typically, educational programs for children with an emotional disturbance need to include attention to providing emotional and behavioral support as well as helping them to master academics, develop social skills, and increase self-awareness, self-control, and self-esteem. A large body of research exists regarding methods of providing students with positive behavioral support (PBS) in the school environment, so that problem behaviors are minimized and positive, appropriate behaviors are fostered. (See the resource section at the end of this fact sheet for more information on PBS.) It is also important to know that, within the school setting:

For a child whose behavior impedes learning (including the learning of others), the team developing the child's Individualized Education Program (IEP) needs to consider, if appropriate, strategies to address that behavior, including positive behavioral interventions, strategies, and supports.

Students eligible for special education services under the category of emotional disturbance may have IEPs that include psychological or counseling services. These are important related services available under IDEA and are to be provided by a qualified social worker, psychologist, guidance counselor, or other qualified personnel.

Recognizing and Addressing the Impact of COVID-19 | As young people return to in-person schooling in the 2021-2022 school year, they may bring with them the impact of the pandemic's trauma. This makes it essential that schools consider the possibility that many students will need to be re-evaluated to determine if they need additional services, especially behavioral support and mental health services, than they needed prior to COVID-19. Two resources of great relevance to reopening schools and returning students are the following:

Other Considerations

Children and adolescents with an emotional disturbance should receive services based on their individual needs, and everyone involved in their education or care needs to be well-informed about the care that they are receiving. It's important to coordinate services between home, school, and community, keeping the communication channels open between all parties involved.

The Importance of Support

Families often need help in understanding their child's disability and how to address the needs that arise from the disability. Help is available from psychiatrists, psychologists, and other mental health professionals that work in the public or private sector. There is also a network of mental health support operating in every state as well as locally.

To locate systems of support in your community or state, visit the organizations we've listed below. They can connect you with local resources, including support groups that provide connection and understanding, information, referral, and advocacy for those living with emotional disturbance.

There are also support groups available from organizations that address specific mental disorders under the umbrella term of emotional disturbance. See the resources at the end of this fact sheet to identify some of these groups.

Resources of More Information

AACAP | American Academy of Child and Adolescent Psychiatry | AACAP offers Facts for Families, a series in English, Spanish, and several other languages that includes many briefs on specific mental disorders, including the ones mentioned in this publication.

AACAP also operates different Resource Centers, which offer consumer-friendly definitions, answers to frequently asked questions, clinical resources, expert videos, Facts for Families, and much more. Visit the Resource Center home page if you are concerned with one of the following:

Anxiety Disorders

Autism

Bipolar Disorder

Conduct Disorder

Depression

Oppositional Defiant Disorder

NIMH | National Institute of Mental Health | NIMH is clearly a source of authoritative information on specific mental disorders. Phone: 1.866.615.6464. TTY: 1.866.415.8051

NAMI | National Alliance on Mental Illness | NAMI is an excellent source of information and connection on mental illness, including the individual disorders mentioned in this fact sheet. NAMI's website and toll-free helpline are available in English and Spanish.

SAMHSA is the Substance Abuse & Mental Health Services Administration. It offers many resources to consumers, including:.

Detailed information on specific emotional disturbances, or related issues such as positive behavior supports, is also available from these sources:

Anxiety Disorders Association of America | https://adaa.org/

Center on Positive Behavioral Interventions and Supports | The PBIS Center provides research-based information on how to provide behavioral supports to children who need them. | https://www.pbis.org

Conduct Disorders | A soft place to land for battle-weary parents
https://www.conductdisorders.com/community/

Encyclopedia of Mental Disorders | http://www.minddisorders.com/index.html

National Eating Disorders Association
1.800.931.2237 | www.nationaleatingdisorders.org

Something Fishy | (eating disorders)
https://www.something-fishy.org

**Highly Rated Resource! This resource was reviewed by 3-member panels of Parent Center staff working independently from one another to rate the quality, relevance, and usefulness of CPIR resources. This resource was found to be of "High Quality, High Relevance, High Usefulness" to Parent Centers.
________________________________________

References

2 | Code of Federal Regulations, Title 34, §300.8(c)(4)(i)

3 | Code of Federal Regulations, Title 34, §300.8(c)(4)(ii)

5 | Ibid.

7 | Ibid.

11 | Ibid.

13 | Ibid.

14 | American Academy of Adolescent and Child Psychiatry. (2013, August). Conduct disorder: Facts for families. Washington, DC: Author. Available online at:
http://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/Facts_for_Families_Pages/Conduct_Disorder_33.aspx

15 | Ibid.

16 | Johns Hopkins Medicine Health Library. (n.d.). Conduct disorder in children. Baltimore, MD: Author. Online at:
https://www.hopkinsmedicine.org/healthlibrary/conditions/mental_health_disorders/conduct_disorder_90,P02560

# data[].attributes.attachment_link.description
Links updated, November 2021 This information in Spanish The mental health of our children is a natural and important concern for us all. The fact is, many mental disorders have their beginnings in childhood or adolescence, yet may go undiagnosed and untreated for years.

# data[].attributes.headline
Emotional & Behaviorally Disturbed Students (EBD): Behavior Intervention and Analysis

# data[].attributes.subject
Emotional & Behaviorally Disturbed Students (EBD): Behavior Intervention and Analysis

# data[].attributes.body
An overview of working with students with emotional and behavioral disturbances (BD students) by Frank Avella of Teachings in Education

# data[].attributes.attachment_link.title
Emotional & Behaviorally Disturbed Students (EBD)

# data[].attributes.headline
Teaching Students with Emotional Disturbance: A Practical Guide for Every Teacher (A Practical Approach to Special Education for Every Teacher)

# data[].attributes.subject
Teaching Students with Emotional Disturbance: A Practical Guide for Every Teacher (A Practical Approach to Special Education for Every Teacher)

# data[].attributes.body
by Bob Algozzine (Author), Jim Ysseldyke (Author)
Highlights include:
• A pretest and posttest to help readers assess their understanding about the origins of social and emotional difficulties and how they are best addressed
• Effective interventions and instructional adaptations for students who have emotional problems
• Trends and issues currently influencing how students with social and emotional problems are taught

# data[].attributes.body
The infographics display indepth explanations of the definition of EBD, diagnosis, peer interaction and tips for teachers.

# data[].attributes.attachment_link.readable_text
Emotional and Behavioral Disorders in the Classroom

Emotional & Behavioral Disorders in the Classroom Emotional and Behavioral Disorders What are Emotional and behavioral disorders? EBD Emotlonal and behavloral disor- EBDS can Vary in severity with no clear cutoff between ders (EBD) Is an umbrella term encompassing multiple disorders whereln a chlld's affect or behavlor are atyplcal. typlcal behavlor, troubling behavlor, and serlous behavloral Issues. Not all chlldren who experlence an EBD wll meet dlagnostic criterla, but Just because they do not meet criterla does not mean they do not need help The Individuals with Disabilities Education Act (IDEA) IDEA guides schools in the identification process for qualifying students under the disability category of emotional disturbance Students may meet eligi- bility criteria by meeting one of the following Characteristics over a long perlod of time and to a degree that signlficantly Impacts a chlld's educatlonal performance DIAGNOSIS 21201DAIO An inability to learn that cannot be explained by intellectual, sensory or health factors DSM-V An inability to build or maintain satisfactory relationships with Students may have an established peers and teachers dlagnosls from the Diagnostic and Statistical Manual of Mental Disorders- Fifth Edition (DSM-V) made A general pervasive mood of 3 unhappiness or depression by a physiclan, llcensed soclal worker or llcensed psychologlst, but It Is not required to meet crit- erla for ellglblt 4 Inappropriate behaviors or feelings under normal circumstances Similarly, a diagnosis does not auto- A tendency to develop physical symptoms or fears associated with personal or school problems matically result in a student meeting eligibility criteria 3 Prevalence of EBDS EBDS are the fourth largest disability category under IDEA In 2011, over 371,000 students (ages 6 to 21) recelved special education and other services in public schools under the category of EBD "emotional disturbance" The CDC reports almost 8.3 million children aged 4-17 Nearly (14.5%) have parents who have 2.9 million children have been prescribed medication for these difficulties talked with a health care provider or school staff about the child's emotional or behavioral difficulties 4 In the classroom Peer Interaction Research has shown Classwide Peer that using peers is effective for Im- Tutoring (CWPT) is the most researched and widely recognized effective peer tutoring, wherein students are proving academic achievement, time on tasks and behavior of students with disabilities assigned to pairs to peer and EBDS tutor each other A +B=C° TIPS for Teachers Do not dismiss the problem Learn about the individual student Two students with the same EBD will still learn differently. You will need to learn about each student's strengths and challenges Teachers are often the first to sus- pect an undiagnosed EBD and the sooner the children can receive help, the sooner they can improve Remember these students Join the student's IEP team are children Help shape the special education pro- gram and ensure it includes appropri- ate accommodations for the student's Children with emotional and behavioral disorders are not scary or "time bombs," they need support. Do not permit bullying, teasing, demean- ing or exclusion of the student by other students or by the system needs Advocate for Teacher's needs Teachers can also advocate for Provide accommodations resources and support for themselves to better aid the student Follow the accommodations in the student's IEP One third of new special education teachers leave the profession after only three years, which is largely attrib- uted to lack of administrative support Set clear behavioral rules and expectations for the entire class A classroom management plan is recommended to provide structure, understand consequences and de- veloped a shared approach to appro- priate behavior Teacher classroom management practices have a significant, positive effect on decreasing disruptive, inap- propriate and aggressive behavior in the classroom http://behavioranalysis.uc.edu/ Sources http://nichcy.org/disability/specific/adhd http://www.pacer.org/publications/ebd.asp http://nichcy.org/teaching-students-with-e-d http://campbellcollaboration.org/lib/project/164 http://school-psychology.org/emotional-and-behavioral-disorders http://www.schoolmentalhealth.org/Resources/Educ/MHClassroomFactSheet.pdf http://128.220.160.141/journals/education_and_treatment_of_children/v036/ 36.4.cancio.html http://www.hanoverresearch.com/2013/01/support-structures- for-students-with-emotional-behavioral-disorders

# data[].attributes.attachment_link.title
Emotional and Behavioral Disorders in the Classroom

# data[].attributes.attachment_link.description
Emotional & Behavioral Disorders in the Classroom Emotional and Behavioral Disorders What are Emotional and behavioral disorders? EBD Emotlonal and behavloral disor- EBDS can Vary in severity with no clear cutoff between ders (EBD) Is an umbrella term encompassing multiple disorders whereln a chlld's affect or behavlor are atyplcal.

# data[].attributes.headline
IDEA: Other Health Impairement, Sec. 300.8 (c) (9)

# data[].attributes.subject
IDEA: Other Health Impairement, Sec. 300.8 (c) (9)

# data[].attributes.body
(9) Other health impairment means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that—

(i) Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and

(ii) Adversely affects a child’s educational performance.

# data[].attributes.attachment_link.provider_name
Individuals with Disabilities Education Act

# data[].attributes.attachment_link.title
Sec. 300.8 (c) (9) - Individuals with Disabilities Education Act

# data[].attributes.attachment_link.description
(9) Other health impairment means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that— (i) Is due to chronic or acute health problems such as asthma, attention…

# data[].attributes.body
Two systems of help are available immediately to help eligible children with other health impairments.

Early intervention services are for children under the age of 3. Known as Part C of IDEA, the early intervention program exists in every state and includes free evaluation of the baby or toddler to see what the problem is, identifying the needs of the child (and family) based on the child’s disability or developmental delay, and designing and delivering an individualized family service plan (IFSP) to address the child’s unique needs.

Special education and related services are for children from 3 to 21, sometimes older. These services include specially designed instruction and a wide range of supports to address the student’s individual needs that result from his or her disability. Special education and related services are available to eligible children, free of charge, through the public school system.

# data[].attributes.attachment_link.title
Other Health Impairment | Center for Parent Information and Resources

# data[].attributes.headline
Whiteboard Animations on Other Health Impairment: Students wit Disabilities

# data[].attributes.subject
Whiteboard Animations on Other Health Impairment: Students wit Disabilities

# data[].attributes.body
Teachings in Education YouTube Channel
The presentation demonstrates the definition, characteristics of the disorders, student challenges, prevalence, tips for teachers and assistive tech tools in an easy-to-read whiteboard animation format.

# data[].attributes.attachment_link.title
Other Health Impairment: Students wit Disabilities

# data[].attributes.body
Informing and Designing Education for All Learners:
The website lists viable information about the other health impairment and contact infos to reach out for help, as well as describing teaching strategies for students with special needs.

# data[].attributes.attachment_link.readable_text
Definition

Other health impairment exists as an umbrella term encompassing hundreds of types of impairments that may result in a chronic condition limiting the individual's ability to effectively access the educational environment. This category is determined by limitations in the three areas of strength, vitality, and alertness, and these students may be cognitively intact. Three leading classifications under other health impairment include epilepsy, asthma, and diabetes.

However, it is the subcategory of attention-deficit/hyperactivity disorder (AD/HD) that will probably impact your classroom most frequently. According to the DSM-IV, AD/HD is defined as a "persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequently displayed and severe than is typically observed in individuals at a comparable level of development." (p. 85)

Because of the wide parameters of the other health impairment category, the bulk of this section will be devoted to those students with AD/HD, as they are the highest incidence condition in this category. They are also the students most likely to be impacted negatively by their condition; students with epilepsy, asthma and other conditions in the other health impairment category may have little or no adverse impact on educational performance when their conditions are properly medicated.

Prevalence

The U.S. Department of Education reports 5,971,945 students receiving special education services in the 2003-2004 school year. Of that number, 7.6% or 452,045 students, received special education services based on a classification of other heath impairments.

Because IDEA does not specifically define or count incidence of AD/HD, the exact prevalence of the condition is difficult to determine. However, it is estimated that from 2 to 9% of all children are identified as having the condition.

Characteristics

IDEA lists a number of different chronic health problems as possible reasons for the other health impairment label, including asthma, attention deficit disorder, attention deficit hyperactivity disorder, diabetes, epilepsy, cardiac conditions, hemophilia, leukemia, rheumatic fever, sickle cell anemia, and nephritis. It would be impossible to list all of the possible characteristics under such a large disability category. The primary issue in other health impairments, whatever the condition, the resulting symptoms could adversely impact the student's educational performance. If a child has diabetes, but it is controlled through medication and does not impact learning, special education services are not appropriate for that child.

Students with AD/HD are categorized according to their characteristics into three distinct subtypes: predominantly inattentive AD/HD, predominately hyperactive-impulsive AD/HD and combined type AD/HD.

Students with the predominately inattentive type of AD/HD will exhibit six or more of the following characteristics:

Does not pay attention to detail and often makes mistakes across a number of activities

Has difficulty maintaining attention during activities

Does not complete schoolwork or other assigned activities

Has difficulty with organization of activities

Avoids activities that require mental effort or concentration

Loses materials necessary to complete assignments

Easily distracted

Forgetful in many activities

Students with the predominantly hyperactive-impulsive type of AD/HD will exhibit six or more of the following characteristics:

Fidgets or squirms in seat

Gets up or leaves seat frequently during class

Runs about or climbs when inappropriate, and is generally restless

Difficulty in engaging in play activities quietly

Talks excessively

Blurts out answers

Has difficulty waiting for their turn

Interrupts others

Students with the combined type of AD/HD will have some features of both the inattentive type and the hyperactive-impulsive type of AD/HD. This is the largest population of students carrying the AD/HD label.

Impact on Learning

Students with AD/HD, no matter what subtype, can have deficits in three areas that may impact their educational performance. These three areas are executive functioning, intellectual functioning, and social/emotional functioning.

Executive functioning is the ability to process information, make decisions, and solve problems. Students with AD/HD display deficits in a number of executive functions, including working memory, internalization of speech, self-regulation, and reconstitution. These students often have an inability to learn from the experiences of the past and can repeatedly make the same mistakes. This problem with memory is often impacted by issues with self-regulation, as these students also have difficulty understanding the effect that their behavior can have on others. In addition, students with AD/HD have trouble internalizing their thoughts and can blurt out inappropriate comments. Reconstitution is the skill of analyzing thoughts and behaviors. It is this deficit in executive functioning that can be the most frustrating to these students: they may know exactly what is expected of them, but are unable to act accordingly.

The average level of intellectual functioning of students with AD/HD is a matter of controversy, but what is certain is that these students frequently have problems with academic achievement. Ten to forty percent of these students are also diagnosed with a learning disability of some type, and 30% have a reading disability. However, these students also can display a high degree of creativity and can display intense levels of focused concentration on a task of interest.

Students with AD/HD often exhibit a number of emotional issues as well, and as many as 25% of these students have some type of anxiety disorder. These emotional issues can lead to conflict with parents, teachers and peers; low self-esteem; difficulty making social connections; and higher rates of alcohol and substance abuse.

Teaching Strategies

Without the appropriate supports, students with AD/HD may experience long-term difficulties in academic, social, and emotional functioning. However, there are a number of strategies that can be taught to these students to enable them to have more control over their own educational outcomes:

Allow extra time for these students to shift from one activity or environment to the next.

Teach these students specific techniques for organizing their thoughts and materials. Organize the classroom accordingly, and keep all materials in permanent locations for easy access.

Allow extra time for finishing assignments or for testing.

For more complex activities, simplify steps to make them more manageable.

Seat the student close to the teacher and away from any peers that might be distracting.

Post a daily and weekly schedule that clearly delineates each activity. These schedules can then be used as prompts to direct the student back on task.

Keep these schedules as consistent as possible, and keep unstructured time at a minimum.

In a more global sense, teaching these students to create their own goals and objectives can help them learn to manage their lives across any number of environments and activities. This process includes the following steps:

Clearly define your goal.

Develop objectives to achieve this goal.

Define the actions necessary to achieve the desired outcome.

Teaching this process gives control back to the individual, allowing for greater motivation and self-awareness.

Assistive Technology:

There are no specific technological devices that are recommended for students with AD/HD, but there are a number of tools that can be helpful in strengthening and supporting the organizational abilities of these individuals. Low tech devices such as notebooks and dividers can be utilized to record and organize assigned homework and classroom tasks. For older students, personal digital assistants, dictating machines, and a variety of computer programs can perform the same task.

For most students in the other health impairment category, it is the needs of the individual that drive the designation of appropriate assistive technology. For the most part, the majority of these students can access and benefit from the same technological supports that are used with their normally developing peers.

Important Information

The following two publications from the U.S. Department of Education address important issues related to the instruction of children with ADHD:

Organizations

A.D.D. Warehouse

ADD Warehouse has built the world's largest collection of ADHD-related books, videos, training programs, games, professional texts and assessment products. They are a leading resource for the understanding and treatment of all developmental disorders, including ADHD and related problems.

300 Northwest 70th Avenue, Suite 102
Plantation, FL 33317

Web: www.addwarehouse.org

Adults, adolescents, and children with Attention-Deficit/Hyperactivity Disorder (CHADD)

CHADD provides education, advocacy and support to individuals with ADHD. They publish a variety of printed materials to keep members and professionals current on research advances, medications, and treatments affecting individuals with ADHD.

8181 Professional Place, Suite 150
Landover, MD 20785

Web: chadd.org

American Diabetes Association

The American Diabetes Association funds research to prevent, cure, and manage diabetes and delivers services at the community level.

1707 North Beauregard Street Alexandria, VA 22311

Web: www.diabetes.org

Asthma and Allergy Foundation of America (AAFA)

The Asthma and Allergy foundation of America works to develop and implement public policies to improve the quality of life for people with asthma and allergies.

Web: aafa.org

Center for Disability and Development

Dept. of Educational Psychology
4225 Texas A&M University
College Station, TX 77843-4225

Council for Exceptional Children

The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving educational outcomes for individuals with exceptionalities, students with disabilities, and/or the gifted. CEC advocates for appropriate governmental policies, sets professional standards, provides continual professional development, advocates for newly and historically underserved individuals with exceptionalities, and helps professionals obtain conditions and resources necessary for effective professional practice.

1110 North Glebe Road, Suite 300
Arlington, VA 22201-5704

Email: service@cec.sped.org
Web: www.cec.sped.org

Epilepsy Foundation-National Office

The Epilepsy Foundation of America® is the national voluntary agency solely dedicated to the welfare of the more than 3 million people with epilepsy in the U.S. and their families. The organization works to ensure that people with seizures are able to participate in all life experiences; to improve how people with epilepsy are perceived, accepted and valued in society; and to promote research for a cure.

4351 Garden City Drive, Suite 500
Landover, MD 20785-7223

Web: epilepsyfoundation.org

Epilepsy Foundation of Southeast Texas

2630 Fountain View, Suite 210
Houston, TX 77057

8802 Harry Hines Boulevard
Dallas, TX 75235

Email: dstahlhut@efset.org
Web: www.efset.org

Epilepsy Foundation, Central and South Texas

10615 Perrin Beitel, Suite 602
San Antonio, TX 78217

Email: staff@efcst.org

Learning Disabilities Association of America (LDA)

LDA is the largest non-profit volunteer organization advocating for individuals with learning disabilities and has over 200 state and local affiliates in 42 states and Puerto Rico. The membership, composed of individuals with learning disabilities, family members and concerned professionals, advocates for the almost three million students of school age with learning disabilities and for adults affected with learning disabilities. LDA's mission is to create opportunities for success for all individuals affected by learning disabilities and to reduce the incidence of learning disabilities in future generations.

4156 Library Road
Pittsburgh, PA 15234-1349

E-mail: info@ldaamerica.org
Web: www.ldaamerica.org

National Association of Protection and Advocacy Systems, Inc

The National Disability Rights Network (NDRN) is the nonprofit membership organization for the federally mandated Protection and Advocacy (P&A) Systems and Client Assistance Programs (CAP) for individuals with disabilities. Collectively, the P&A/CAP network is the largest provider of legally based advocacy services to people with disabilities in the United States. Through training and technical assistance, legal support, and legislative advocacy, the National Disability Rights Network works to create a society in which people with disabilities are afforded equality of opportunity and are able to fully participate by exercising choice and self-etermination.

900 Second Street, NE, Suite 211
Washington, DC 20002

Web: www.napas.org

National Attention Deficit Disorder Association (ADDA)

The mission of ADDA is to provide information, resources and networking to adults with AD/HD and to the professionals who work with them. In doing so, ADDA generates hope, awareness, empowerment and connections worldwide in the field of AD/HD. Bringing together scientific perspectives and the human experience, the information and resources provided to individuals and families affected by AD/HD and professionals in the field focuses on diagnoses, treatments, strategies and techniques for helping adults with AD/HD lead better lives.

P.O. Box 543
Pottstown, PA 19464

Web: www.add.org

National Center for Learning Disabilities

The National Center for Learning Disabilities (NCLD) has developed this comprehensive site to help: parents make informed decisions affecting their children who have a learning disability or who may be at risk for learning disabilities; educators gain access to authoritative information about research-based instruction, assessment and support services; child care providers and early childhood teachers understand early literacy skill development, recognize warning signs and respond to young children's needs; and advocates promote educational rights and opportunities for all individuals with learning disabilities.

381 Park Avenue South, Suite 1401
New York, NY 10016

Web: www.ld.org

References

American Psychiatric Association (2000). (DSM-IV-TR) Diagnostic and statistical manual of mental disorders, 4th edition, text revision. Washington, DC: American Psychiatric Press, Inc.

Hunt, N., and Marshall, K. (2006). Exceptional children and youth. Boston, MA: Houghton Mifflin Company.

Turnbull, A., Turnbull, R. & Wehmeyer, M. L. (2007). Exceptional lives. Special education in today's schools. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

# data[].attributes.attachment_link.description
Information on health impairments and the impact it may have on learning.

# data[].attributes.headline
The ADHD Book of Lists: A Practical Guide for Helping Children and Teens 

# data[].attributes.subject
The ADHD Book of Lists: A Practical Guide for Helping Children and Teens 

# data[].attributes.body
A comprehensive research on ADHD children and teens

# data[].attributes.attachment_link.description
Practical ADHD management techniques for parents and teachers The ADHD Book of Lists is a comprehensive guide to ADHD/ADD, providing the answers parents, teachers, and other caregivers seek in a convenient list format. This new second edition has been updated with the latest research findings and resources, including the most up to date tools and strategies for helping these children succeed.

# data[].attributes.headline
Assistive Apps for learning disabilities

# data[].attributes.subject
Assistive Apps for learning disabilities

# data[].attributes.body
Infographics introducing the Apps that can assist students with health imparement

# data[].attributes.body
https://www.nationaldb.org/info-center/educational-practices/assistive-technology/

# data[].attributes.body
https://visualedgesb.com/

Devices such as reading stands or slanted workspaces can make reading and other near tasks much easier.

They are especially helpful for students who have:

visual field loss

additional physical difficulties

# data[].attributes.attachment_link.readable_text
Make Learning Easier

The Most Effective Educational Tool For Improving Reading Comprehension & Writing Development Through Ergonomics & Better Visual Processing

Whether you want better grades in school, success in business, or an ergonomically efficient working environment, there is a solution. The Visual Edge Slant Board is a scientifically proven versatile, multi-functional work station for children and adults, making it the definitive tool for writing, reading, and enhanced and accelerated learning.

Why use the Visual Edge Slant Board for Reading?

Your brain recognizes letters as symbols that when put together into words become a code that your brain translates into information.

As you read down a page on a flat surface, the letters change shape due to the changing angle of your vision. This constant adjusting causes your brain to work harder to interpret what you are reading. This results in increased fatigue and reduced comprehension.

When using our slanted workstation, the letters remain consistent throughout the page thus allowing your brain to decode only one set of symbols. Like a computer, your brain processes the information more efficiently resulting in better comprehension and less fatigue.

Learn More About The Benefits

Let's make learning easier for kids so that they can spend more time enjoying life than feeling the pressure of school.

Slanted workstations have been used by architects, graphic designers and schools for centuries as it provides many benefits while writing or drawing.

When writing on a flat surface, you use only your wrist muscles which will lead to strain and less control. When raising your arm on a slanted workstation you incorporate many more muscle groups resulting in better penmanship and less fatigue.

This is why we want to provide you with the ultimate tool for reading and writing.

# data[].attributes.attachment_link.title
Visual Edge Slant Board for Writing | Improve Writing Development

# data[].attributes.attachment_link.description
Make Learning Easier The Most Effective Educational Tool For Improving Reading Comprehension & Writing Development Through Ergonomics & Better Visual Processing Whether you want better grades in school, success in business, or an ergonomically efficient working environment, there is a solution.

# data[].attributes.body
https://www.rainbowresource.com/category/269/Reading-Guide-Strips.html

These guides help them focus on smaller reading areas at a time.

It helps students to follow the main points of the reading and understand the organization of a text.

# data[].attributes.attachment_link.readable_text
Show Additional Categories

A great tool for any reader, young or old, who has a reading problem such as skipping words or lines, re-reading lines, transposing letters, losing concentration, getting headaches when they read, or reading too close to the page. It can also make reading a bit more "hands-on" for students who don't like to read. Basically, it's a plastic strip measuring 7" long, with a colorful, see-through "highlighting" strip in the middle. Place the see-through strip on the line you want to read, and the lines above and below are blocked off so you can focus. Slide it down the page as you read to maintain concentration. The strip is about 1.25" tall, with the highlighting strip making up less than a third of that. A handy, durable tool in several color options.

# data[].attributes.attachment_link.description
A great tool for any reader, young or old, who has a reading problem such as skipping words or lines, re-reading lines, transposing letters, losing concentration, getting headaches when they read, or reading too close to the page. It can also make reading a bit more

# data[].attributes.body
https://esighteyewear.com/low-vision-magnifiers/

Magnifiers include a wide range of devices, including hand-held devices, stand magnifiers, high-powered reading glasses, video magnifiers, and more. These styles of magnifiers usually vary according to their purpose of use and are different from regular glasses or commercial magnifiers.

# data[].attributes.attachment_link.readable_text
Low vision magnifiers are optical devices that assist people with low vision to perform daily activities, by magnifying or enhancing vision. Magnifiers include a wide range of devices, including hand-held devices, stand magnifiers, high-powered reading glasses, video magnifiers, and more. These styles of magnifiers usually vary according to their purpose of use and are different from regular glasses or commercial magnifiers. If you're in the market for a magnifier device, know that there is no "one size fits all" approach. There are several factors to consider in your selection process. This article covers the different types of magnifiers available for low vision, how you can choose the right magnifier, and high-tech alternatives to magnifiers.

Types of Low Vision Magnifiers

There are 6 general types of low vision magnifiers:

Low-Tech Magnifiers vs High-Tech Magnifiers

Low-tech magnifiers are simple devices, such as hand-held magnifiers (such as a magnifying glass), that are relatively easy to use by people with vision impairment. However, they do have a limited function as the field of vision tends to be small with this kind of magnifier.

High-tech magnifiers, however, use technology to improve the sight of people with low vision. Examples of high-tech magnifiers include desktop video magnifiers and portable video magnifiers. High-tech magnifiers can greatly improve vision, but are typically more expensive and may not be suitable for people who struggle with technology.

Telescopes

Telescopes have magnifying powers from 2x to 10x and can assist people with low vision to carry out tasks at both close and distant ranges. There are several types of telescopes available including hand-held, clip-on, head-wear, bioptic, and more. Telescopes are portable, making them suitable for people who need assistance with on-the-go, short tasks, such as reading the newspaper headlines. However, telescopes offer only a narrow field of vision.

Portable Video Magnifier

A portable video magnifier is a compact, electronic, hand-held magnifier that is relatively easy to use and carry. Like handheld magnifiers, portable video magnifiers allow the user to easily read items in their environment, like a label, menu, or map. Since portable video magnifiers are small in size, their field of vision is narrow. Also, note that because they operate using batteries, portable video magnifiers are not well-suited for long periods of use.

Hand-held Magnifier

Stand Magnifier

Stand magnifiers are ideal for tasks that are longer in duration, such as reading a novel or magazine. Stand magnifiers are popular due to their affordability ($30-$150 USD) and suitability to people who have trouble with hand-held magnifiers. However, stand magnifiers are not recommended for portable use cases.

Desktop Video Magnifier

Desktop video magnifiers use a built-in camera lens to display highly magnified images on a computer desktop screen or a video monitor. This kind of magnifier allows the user to modify the image to their preferences, with options to adjust magnifying power, brightness, contrast, and color of the display according to user requirements.

Desktop video magnifiers typically require a power outlet, so they are rarely portable, and they also tend to be more costly, with an average price tag of $3,000 USD.

What Magnifiers Can Do For Your Low Vision

If you have low vision, magnifiers can greatly improve your vision and ease of performing everyday tasks. A low vision specialist, such as an optometrist can help you identify the correct device for your needs.

Magnifiers are known to improve vision for people with the following conditions:

Although magnifiers for low vision are effective, you may require different types of magnifiers for different tasks. For example, a hand-held magnifier can help you to scan maps and labels, but a stand magnifier would be more suitable for reading a book.

All-In-One Assistive Technologies

All-in-one assistive technologies, such as eSight, have led to breakthroughs in vision improvement. Assistive technologies are easy to use, have a wide range of applications, and offer great flexibility to the user. eSight is worn comfortably like glasses and offers immediate enhanced vision plus easy to use advanced vision controls. Used by thousands of people with visual impairments daily, eSight includes 24x zoom magnification; focus, contrast, and brightness controls; and patented bioptic tilt. Learn more about eSight.

Clinically-validated, eSight enhanced vision glasses are used daily by thousands of people with sight loss. Try eSight today!

Choosing The Right Magnification Device

There are many factors to consider when choosing the right magnification device for low vision, such as your current level of vision, what your needs are and personal comfort levels.

Your Vision: Visual Acuity And Low Vision Condition

While magnifiers for low vision are effective, you will likely require multiple types to meet all of your needs as one size does not fit all. One magnifier is unlikely to fulfill all of the functions you require in your daily life. You would need to buy a pair of low vision reading glasses, a handheld magnifier, and a stand magnifier just to be able to read your favorite novel, go shopping, and study.

What You Are Trying To Achieve with your Low Vision Magnifier: Lifestyle And Personal Goals

Magnifiers with higher power typically provide you a small field of vision. This can limit what you are trying to achieve. For example, if you are trying to read a novel, it will allow you to visualize only a part of the page instead of the entire page for easy reading. This can be an inconvenience for those who require high power magnifiers, who are now restricted to seeing only a fraction at a time. Your lifestyle, hobbies, and personal goals also determine what kind of device you need.

Low Vision Magnifiers for Students

For students with low vision, it is important that the magnification device allows them to spend prolonged periods of time reading, learning, writing, or viewing screens. As such, a desktop video magnifier would be an ideal solution.

Low Vision Magnifiers for Seniors

Seniors typically require high-powered magnifiers that are portable and easy to use. This makes head-worn magnifiers an ideal candidate.

Low Vision Magnifiers for Work

Workers with low vision require task-specific magnifiers that are suitable for their job. For example, someone who works at an office may find desktop video magnifiers more appropriate, while a mechanic may require magnifiers that are head-worn or special eyeglasses with high magnifying power.

eSight® - The Award-Winning "All-In-One" Alternative to Magnifiers

eSight, a head-mounted assistive vision enhancement device, is the most versatile and advanced all-in-one device for people with visual impairment. Designed to move seamlessly with the wearer through daily life, eSight offers best visual acuity whether sitting, reading, commuting to work, or exploring a new place.

More Than A Magnifier, Loved By Users

eSight users are raving about the device as it has positively changed their lives. Recent success stories include:

Drue Collins, a recent college graduate, hoping to pursue her Master's degree in art therapy.

Zora Natanblut, who wrote and published a memoir about her life with vision loss and discovering eSight.

Jennifer Melanson, a special education teacher who could pursue her love for teaching since discovering eSight.

David Lee, who won a curling championship and can now enjoy his favorite sport again.

Trusted By Doctors

Eyecare specialists and ophthalmologists trust eSight to provide the best low vision assistance for their patients.

Dr. Robert Devenyi, an ophthalmologist at the University Health Network, has attested to the life-changing possibilities of eSight for his low vision patients:

eSight opens up a whole new realm of possibilities for low vision patients and allows us to help them in ways we never could before.

The eQUEST (eSight Quality of Life Efficacy Study), completed in collaboration with researchers at six leading universities, including John Hopkins University and Bascom Palmer Eye Institute, proved that eSight improved distance acuity, reading performance, contrast sensitivity, facial recognition, and activities of daily living (ADLs) for people with vision loss

eSight also demonstrated:

100% mobility retention

A 7-line gain in distance acuity

A 12-letter contrast improvement

The results of our study indicate significant improvement in a number of validated visual performance measures. More importantly, study participants reported much improved day-to-day visual ability when using eSight. Dr. Gislin Dagnelie, Associate Professor of Ophthalmology, John Hopkins University School of Medicine.

eSight is a Class 1 Medical Device. It is registered with the European Databank on Medical Devices (EUDAMED) and the Food and Drug Administration (FDA) and inspected by Health Canada.

eSight's low vision electronic eyewear significantly enhances vision, empowering you to explore new possibilities in school, work, and home. Speak to an eSight advisor today.

eSight eyewear is clinically proven to significantly enhance vision for people living with visual impairments, legal blindness, and vision loss. Try eSight 's all-in-one solution!

# data[].attributes.attachment_link.title
Low Vision Magnifiers And Their "New-Age" Alternatives

# data[].attributes.attachment_link.description
Low vision magnifiers are optical devices that assist people with low vision to perform daily activities, by magnifying or enhancing vision. Magnifiers include a wide range of devices, including hand-held devices, stand magnifiers, high-powered reading glasses, video magnifiers, and more.

# data[].attributes.body
https://apps.apple.com/us/app/magnifier/id1563316278

# data[].attributes.attachment_link.readable_text
With Magnifier, you can turn your iPhone or iPad into a magnifying glass so you can zoom in on objects or text near you.

Features

* Use the built-in camera to enlarge nearby objects or text so you can view them more easily

* Increase the zoom level and turn on the flashlight to better display objects and text

* Adjust the image brightness, contrast, and apply color filters

* Freeze one or more frames to review them

* Use the built-in camera and LiDAR Scanner on supported devices to identify people nearby and to alert you with their relative distance in real time

Nice Magnifier

This is the best magnifying app I've found yet. I do have two issues... 1) taking a snap shot doesn't save to the photos app, 2) I noticed that the microphone turns on every time I launch the Magnifier app, and there's no way to disable it in the microphone privacy settings (at least I think the green light by the WiFi and cell indicators at top right is the microphone indicator). I don't think there's a good reason for Magnifier to access the microphone.

Filters don't work

When you take a picture, it doesn't save the filter to the picture, so what's the point of the picture? And, I made it so that it shows both cameras, but when I go and turn the filter off, it gives it this reddish orangish tone to it, but down at the bottom where it give you the preview for what the filters look like, it's fine, and it does this for both cameras. The invert filter is too high in brightness because it's not very dark or light in my room, but it makes it so that its just an off-white so I can't see anything. I tried restarting my iPad for this problem but it doesn't do anything. Make an update for this so that it doesn't do this anymore. It's really annoying.

Why doesn't this app work for me?

So I noticed this app in my App Library awhile ago when I updated to iOS 15.4. I was interested in it, so I clicked on it. It did not respond. It was just blank for literally one second, then went back to my Home Screen. I've tried looking up how to fix this, and I've seen multiple videos telling me to go to go to settings>accessibility>magnifier>on. I tried that, but the magnifier option isn't there. I don't know if it has something to do with my camera app, because my back camera doesn't work, unless it's a 2x zoom. Can somebody help me with my problem? An Apple employee or someone that knows tech problems like this?

The developer, Apple, indicated that the app's privacy practices may include handling of data as described below. For more information, see the developer's privacy policy.

Data Not Linked to You

The following data may be collected but it is not linked to your identity:

Privacy practices may vary, for example, based on the features you use or your age. Learn More

# data[].attributes.attachment_link.description
‎With Magnifier, you can turn your iPhone or iPad into a magnifying glass so you can zoom in on objects or text near you. Features * Use the built-in camera to enlarge nearby objects or text so you can view them more easily * Increase the zoom level and turn on the flashlight to better display obj...

# data[].attributes.body
https://www.afb.org/assistive-technology-products/braille-notetakers

Electronic notetakers are small, portable devices for storing information with the use of braille or typewriter keyboards. The stored information may be accessed through a built-in speech synthesizer, a braille display, or both.

# data[].attributes.attachment_link.readable_text
Electronic notetakers are small, portable devices for storing information with the use of braille or typewriter keyboards. The stored information may be accessed through a built-in speech synthesizer, a braille display, or both. In the past, similar devices that were less powerful and less versatile were referred to as braille notetakers, which were used for storing names and telephone numbers, keeping track of appointments, and taking notes. In addition to these functions, the latest electronic notetakers provide advanced word processing, web browsing, and other functions. At one time, these devices were referred to as "accessible PDAs (Personal Digital Assistants) because they allowed users to perform most of the functions of a standard PDA. Since smartphones and tablets (like the iPad) have become so prevalent, most people in the general public no longer use PDAs, so we have returned to the term electronic notetaker even though the device allows the user to do so much more than just take notes.

Electronic notetakers allow you to get rid of a lot of scraps of paper or cassette tapes you have used for trying to keep track of information. No electronic notetaker with a screen has been developed for people with low vision, so a person with low vision should consider an electronic notetaker with speech output. Someone who knows braille will probably be more comfortable using a device with braille output. For your convenience, electronic notetakers with braille and speech output are listed separately here from electronic notetakers with speech output only.

Current electronic notetakers are based on Microsoft's Windows CE operating system, a version of Windows specifically designed for handheld computers. They generally include a simple word processor, calendar, address list, and e-mail functions. Data entered into an electronic notetaker may be transferred to a larger computer with more memory, reviewed using the built-in speech synthesizer or braille display, or printed on a braille or ink print printer. A basic electronic notetaker without a braille display costs between $2,000 and $3,000. An electronic notetaker with a braille display is typically double the price.

There are a number of questions to ask when purchasing electronic notetakers, including the following:

How does the electronic notetaker connect to your system?

Does it have expandable memory?

Is add-on software available for it?

Do you require multi-language support?

Do you need one-handed mode?

Active Braille
First 40-character braille display with patented ATC technology. Powerful notetaker on which one can also store hundreds of books and allows for automatic scrolling of the Bookworm mode. Also offers wireless Bluetooth connectivity for use with computers and mobile devices and braille keyboard allows for the entry of text directly from Active Braille.

Basic Braille
Plain and portable braille display equipped with 40 braille cells. Also available with 64, 80 and 84 braille elements. Its flexible design made it possible to create various versions that cover a wide range of possible applications. The 40-braille-elements version is ideal to be used with a laptop computer and the 64-braille-element version fits a standard computer keyboard. All versions have a flat design and can be comfortably placed in front of a computer keyboard or laptop.

Braille Plus 18 Second Generation
Notetaker that combines a high-quality braille keyboard and refreshable braille display with an advanced mobile platform and specialized accessible software to create the world's first Android smartphone designed for blind students and professionals.

Braille Sense U2
Notetaker that allows user to create and read documents in any of five languages and use multiple bilingual dictionaries, highlight points with advanced font and style options; provide complete and up-to-date access email with IMAP access and open EML files directly from the File Manager, and secure valuable information with file encryption. Also offers fraction calculation and Nemeth Braille code entry into a fully functional scientific calculator. Unique built-in LCD allows sighted teachers and parents to view a student's progress while using Braille Sense U2. Provides clear and powerful stereo audio listening experience with easily accessible audio buttons and 11 equalizer settings and control of FM Radio, DAISY Player and Media Player with designated media buttons located on the front of the unit. Available in 18-cell and 32-cell versions and a QWERTY-style keyboard.

Braille to Go (B2G)
A 20-cell, 8-dot braille lightweight (20.3 ounces) notetaker that offers a respectable array of connectivity features. Based on the Android 4.2 (Jellybean), the B2G can be used alone or connected to an iOS or Android phone. Hardware features include 802.11g Wi-Fi networking. Bluetooth, USB host, and micro-USB ports, a 5-MP camera for OCR, an SD card slot, stereo microphone, and stereo speakers. NBP estimates that the 5400nMh battery should last one to two days under normal use. A slot provides support for GSM or CDMA wireless radio (not yet available and sold separately).

BrailleNote Touch
Notetaker that allows user to enter braille on the touch screen, guided by HumanWare's patent-pending TouchBraille calibration system, which intelligently determines where one's fingers are on screen, and which dot combinations are being made with them. The BrailleNote Touch is 10 inches wide, with braille cells in front, and a 7-inch touchscreen behind the cells. To the left and right of the 7-inch screen are additional touch-sensitive areas available for braille input. If you would rather enter braille with traditional keys, put the notetaker in the included Smart Case, which is topped by buttons that activate the touch surface, when used to enter braille. Like HumanWare's other braille devices, the BrailleNote Touch uses a version of the KeySoft operating environment. Though familiar, the new KeySoft has been rewritten to support the advanced features of the new device. The device features two USB ports, an SD card slot, and HDMI port. Also features an 8 MP camera, a pair of stereo speakers, 802.11b/g/n Wi-Fi, Bluetooth, and a GPS receiver, and an accelerometer. It is also Google Play certified, which means its specifications match those of standard Google-approved tablets.

Braillino with Bluetooth
Braille PDA that can be connected to off-the-shelf mobile phones and organizers to provide access to functions such as text messaging and e-mail. May be used with a docking station.

Canute Electronic Braille Reader
Multi-line device that the developers hope can become a "Kindle for blind people." The Mk8 prototype, available for hands-on demos at CSUN, is about the size of a desktop scanner, and features eight lines of 32 braille cells each equivalent to 256 cells per page, at a cost estimated by Bristol Braille of $3 per cell. The Canute isn't a braille display, but a reading-oriented device to which you add BRF files via USB. The multi-line design makes the device an interesting option for viewing tabular information such as a calendar, or computer code.

ElBraille
Full mobile portable computer running on Windows 10 together with Jaws for Windows. It contains a docking station, integrated with Freedom Scientific's Focus 14 Braille display. This docking station contains the Perkin's style keyboard and all the navigation options found on the Focus 14.

NeoBraille
A 32-cell, 8-dot Android-based unit that sports 3 GB of RAM, 64 GB flash memory, AT&T LTE, 802.11n Wi-Fi, Bluetooth, two USB ports, and a mini-HDMI port. Weighs in at 1.5 pounds and measures 9.25 x 5.9 x 0.75 inches. Uses the Android 5.1 (Lollipop) operating system and includes a suite of productivity and entertainment apps created or provided by Neo Access.

Orbit Reader 20
A 20-cell, 8-dot display and simple notetaker, whose low price is possible due to its unique refreshable cell technology and slimmed-down feature set. Includes Bluetooth support, an SD card slot, and a USB port, but no Wi-Fi. Weighs less than 1 pound, and battery life is listed in the specs as one day of use.

Pronto!
Portable braille notetaker offered with either 18 or 40 refreshable braille cells. Both models feature braille input courtesy of an 8-dot braille keyboard, speech output, and a suite of apps such as a word processor, spreadsheet viewer, and more. The 40-cell version features a QWERTY keyboard that the user can swap in and out with the braille keyboard, even when the device is switched on.

# data[].attributes.attachment_link.description
Electronic notetakers are small, portable devices for storing information with the use of braille or typewriter keyboards. The stored information may be accessed through a built-in speech synthesizer, a braille display, or both. In the past, similar devices that were less powerful and less versatile were referred to as braille notetakers, which were used for storing names and telephone numbers, keeping track of appointments, and taking notes.

# data[].attributes.body
https://www.aph.org/product/deafblind-pocket-communicator/

APH’s DeafBlind Pocket Communicator (DBPC) is durable, washable, and easily fits in your pocket or bag. The breakaway lanyard option gives you some freedom to carry other items and to access the DBPC with ease.

# data[].attributes.attachment_link.readable_text
Easily communicate on the go with this no-tech, pocket-size Communicator, featuring raised lettering!

Federal Quota Eligible

148 in stock

Catalog Number: 1-16999-00

APH's DeafBlind Pocket Communicator (DBPC) is durable, washable, and easily fits in your pocket or bag. The breakaway lanyard option gives you some freedom to carry other items and to access the DBPC with ease.

Communication cards can be helpful when using the DBPC with people at a coffee shop or in a store. Sample messages might include: ""How much does this cost?"" or ""Use my finger to show me the answers on this device."" Feel free to design your own communication cards to meet your unique needs.

For more information and examples on developing communication cards with people who are deafblind, please contact these agencies:

Note: The APH Tactile Graphic Image Library (TGIL) has a file which allows you to print the DBPC on your own 3-D printer, according to its ability. Sign in or register for a free account at: https://imagelibrary.aph.org/aphb/.

# data[].attributes.attachment_link.title
Deaf Blind Pocket Communicator | American Printing House

# data[].attributes.attachment_link.description
Easily communicate on the go with this no-tech, pocket-size Communicator, featuring raised lettering! Federal Quota Eligible 148 in stock Catalog Number: 1-16999-00 APH's DeafBlind Pocket Communicator (DBPC) is durable, washable, and easily fits in your pocket or bag. The breakaway lanyard option gives you some freedom to carry other items and to access the DBPC with ease.

# data[].attributes.body
https://www.deafblindinformation.org.au/living-with-deafblindness/equipment-assistive-devices/listening-devices/

The system consists of a transmitter microphone used by a teacher or other speaker and a receiver used by the student.

The receiver transmits sound directly to the student’s ears, hearing aid, or cochlear implant.

# data[].attributes.attachment_link.readable_text
Improving communication using assistive listening devices or loop systems could benefit people who have dual sensory loss providing increased amplification and clarity.

Listening to the television or audio equipment can also be improved with the use of other types of assistive listening devices depending on the type and level of hearing loss.

Personal Listening Devices

People who are hard of hearing may benefit from a personal listening device (or personal amplifier) to improve communication in one-to-one conversations. For some people with mild hearing loss a personal listening device could be an alternative to hearing aids, depending on the type and level of hearing loss.

For a person who wears hearing aids a personal amplifier used with a neck-loop could provide similar benefits with the Telecoil ("T" Switch) switched on. However, not all hearing aids are fitted with Telecoil. Digital hearing aids would need to be programmed to use Telecoil.

Seek professional advice from your Audiologist if using as an alternative to hearing aids.

Bellman Audio Maxi

Background noise reduced

Clarity of speech amplified

Use with earphones or neckloop

Can also be connected to the television via a Cable Kit (available separately)

FM Listening Systems

An FM System is wireless, using radio transmission to transfer sound directly from a microphone in the transmitter to a receiver worn on a hearing aid. FM Systems have improved sound quality with reduction in background noise. Receivers are available to work in a similar way for use with bone-anchored hearing aids and cochlear implants.

Inspiro Dynamic FM Transmitter

Auto-tuning into FM channel

Operates within 15 metres range (indoors)

Can be used with DynaMic MultiTalker Network in meetings, classrooms, etc.

Image courtesy of Word of Mouth Technology www.wom.com.au
Listening to the Television & Other Audio Equipment

Loop systems, wireless or infrared headphones increase clarity and amplification when listening to the television, radio or other audio equipment. Suitability will depend on the individual's type and level of hearing loss.

Wireless and infrared devices are portable, reducing the risk of falls on trailing cables. Good quality headphones are also available from a number of major electrical retailers.

Features to look for are amplication capabilities, listening range and ease of use of controls. Wireless systems will reduce accidents.

Portable digital wireless headphones with frequency range of 100m

Transmitter connects to television or other audio equipment

Headphones rechargeable on docking station

Adjustable left and right volume controls on headphone

Image courtesy of Word of Mouth Technology www.wom.com.au

Infrared listening system

Wireless headphones with listening range of 12m

Three listening system with option to use for one-to-one communication

Volume control on receiver for balancing and adjusting volume for left and right ear

Image courtesy of Printacall www.printacall.com.au
Sennheiser RS180 Wireless Headphones

Sennheiser Set 900 Stereo Listening System

# data[].attributes.attachment_link.title
Listening Devices - Deafblind Information

# data[].attributes.attachment_link.description
Improving communication using assistive listening devices or loop systems could benefit people who have dual sensory loss providing increased amplification and clarity. Listening to the television or audio equipment can also be improved with the use of other types of assistive listening devices depending on the type and level of hearing loss.

# data[].attributes.body
https://www.hearingloss.org/hearing-help/technology/cartcaptioning/

Captions allow viewers to follow the dialogue and the action of a program simultaneously. For people with hearing loss who have residual hearing, captions can make the spoken words easier to understand—because hearing, like vision, is influenced by our expectations.

# data[].attributes.attachment_link.readable_text
Captions may be "open" or "closed." Open captions are always in view and cannot be turned off by the user, whereas closed captions can be turned on and off by the user (for example, by changing the menu settings on the TV's remote).

Closed captioning is available on digital television sets, including high-definition television sets, manufactured after July 1, 2002. Some digital captioning menus allow the viewer to control the caption display, including font style, text size and color, and background color.

Closed captioning is also available on videos viewed on the internet.

Electronic newsroom captions (ENR) are created from a news script computer or teleprompter and are commonly used for live newscasts. Only material that is scripted can be captioned using this technique. Spontaneous commentary, live field reports, breaking news, and sports and weather updates usually are not captioned using ENR; therefore, real-time captioning is preferred.

Enhanced ENR attempts to bridge that gap, by electronic captioning of scripted in-studio produced programming, weather information, and pre-produced information and supplementing non-scripted live interviews and/or breaking news segments with crawls or textual information.

Captions can be produced as either edited or verbatim captions. Edited captions summarize ideas and shorten phrases. Verbatim captions include all of what is said. Although there are situations in which edited captions are preferred for ease in reading (such as for children's programs), most adults prefer the full access provided by verbatim texts.
Movie Theaters
Theaters that show digital first run movies will offer an assistive device for an individual to see the captions, such as captioned glasses or a caption device that fits in a cup holder. Some movie theaters also offer open captions that appear on the screen so everyone can see them at pre-scheduled times. Movies that still show 35 millimeter films and drive-in movie theaters are not required to provide captioning devices.

U.S. Department of Justice rules require movie theaters to provide closed captioning, with some exemptions. Open captions are not required but some theaters have scheduled showings with open captions.
Live Theater
Theaters must provide effective communication under the Americans with Disabilities Act of 1990. This can be an assistive listening system such as a hearing loop or infrared system. Captioning might be also be provided with captions scrolling on a display on stage or on a hand-held device.

A captioned telephone has a built-in screen to display the text of what the person is saying on the other end of the line. The person with hearing loss places the outgoing call on a captioned telephone and the call is connected to a Captioned Telephone Service (CTS). A specially-trained CTS operator hears the person talking, repeats what that person says and speech recognition technology automatically transcribes the CTS operator's voice into text that is displayed on the captioned telephone screen. The person with hearing loss can read the text of the call as well as listen to the call and using residual hearing.

CTS may also be provided via an internet connection (IP CTS). IP CTS may be displayed on an IP CTS telephone or via an application downloaded to a cell phone, tablet or other mobile device.

The Americans with Disabilities Act (ADA) of 1990 requires businesses and public accommodations to ensure that individuals with disabilities are not excluded from or denied services because of the absence of auxiliary aids or services. Captions are considered one type of auxiliary aid. Since the passage of the ADA, the use of captioning has expanded. Entertainment, educational, informational, and training materials are captioned for deaf and hard-of-hearing audiences at the time they are produced and distributed.

The Television Decoder Circuitry Act of 1990 requires that all televisions larger than 13 inches sold in the United States after July 1993 have a special built-in decoder that enables viewers to watch closed-captioned programming. The Telecommunications Act of 1996 directs the Federal Communications Commission (FCC) to adopt rules requiring closed captioning of most television programming.

Twenty-First Century Communications and Video Accessibility Act of 2010 updates federal communications law to increase the access of persons with disabilities to modern communications. The CVAA makes sure that accessibility laws enacted in the 1980s and 1990s are brought up to date with 21st century technologies, including new digital, broadband, and mobile innovations.

The FCC's rules on closed captioning became effective January 1, 1998. They require people or companies that distribute television programs directly to home viewers to caption those programs. The rules required all nonexempt programs to be closed captioned by January 1, 2006; after that date, captioning was also required for all new nonexempt programs. As of January 1, 2010, all new nonexempt Spanish language video programming must also be provided with captions.

The 21st Century Video and Communication Act of 2010 updated those rules. Under the CVAA, programs shown on television with captioning are required to include the captioning when they are re-shown on the internet. Detailed guidelines and definitions of terms are available in the FCC's Electronic Code of Federal Regulations.

Congress requires video program distributors (cable operators, broadcasters, satellite distributors, and other multichannel video programming distributors) to close caption their TV programs. FCC rules ensure that viewers have full access to programming, address captioning quality, and provide guidance to video programming distributors and programmers. The rules require that captions be accurate, synchronous, complete, and properly placed. In addition, the rules distinguish between prerecorded, live, and near-live programming, and explain how the standards apply to each type of programming, recognizing the greater challenges involved with captioning live or near-live programming.

Some advertisements, public service announcements, non-English-language programs (with the exception of Spanish programs), locally produced and distributed non-news programming, textual programs, early-morning programs, and nonvocal musical programs are exempt from captioning.

To find out more about the FCC rules and captions, including information on the complaint process, call:

Toll-Free Voice: 1-888-CALL-FCC (1-888-225-5322)
Toll-Free TTY: 1-888-TELL-FCC (1-888-835-5322)

See more about CART in action in this YouTube video.

# data[].attributes.attachment_link.title
Captioning and CART - Hearing Loss Association of America

# data[].attributes.attachment_link.description
Captions may be "open" or "closed." Open captions are always in view and cannot be turned off by the user, whereas closed captions can be turned on and off by the user (for example, by changing the menu settings on the TV's remote).

# data[].attributes.body
Autism spectrum disorder (ASD) is a neurological and developmental disorder that affects how people interact with others, communicate, learn, and behave. Although autism can be diagnosed at any age, it is described as a “developmental disorder” because symptoms generally appear in the first two years of life.
https://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd

# data[].attributes.attachment_link.provider_name
National Institute of Mental Health (NIMH)

# data[].attributes.attachment_link.readable_text
Overview

Autism spectrum disorder (ASD) is a neurological and developmental disorder that affects how people interact with others, communicate, learn, and behave. Although autism can be diagnosed at any age, it is described as a "developmental disorder" because symptoms generally appear in the first two years of life.

According to the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), a guide created by the American Psychiatric Association that health care providers use to diagnose mental disorders, people with ASD often have:

Difficulty with communication and interaction with other people

Restricted interests and repetitive behaviors

Symptoms that affect their ability to function in school, work, and other areas of life

Autism is known as a "spectrum" disorder because there is wide variation in the type and severity of symptoms people experience.

People of all genders, races, ethnicities, and economic backgrounds can be diagnosed with ASD. Although ASD can be a lifelong disorder, treatments and services can improve a person's symptoms and daily functioning. The American Academy of Pediatrics recommends that all children receive screening for autism. Caregivers should talk to their child's health care provider about ASD screening or evaluation.

Signs and Symptoms of ASD

People with ASD have difficulty with social communication and interaction, restricted interests, and repetitive behaviors. The list below gives some examples of common types of behaviors in people diagnosed with ASD. Not all people with ASD will have all behaviors, but most will have several of the behaviors listed below.

Social communication / interaction behaviors may include:

Making little or inconsistent eye contact

Appearing not to look at or listen to people who are talking

Infrequently sharing interest, emotion, or enjoyment of objects or activities (including by infrequently pointing at or showing things to others)

Not responding or being slow to respond to one's name or to other verbal bids for attention

Having difficulties with the back and forth of conversation

Often talking at length about a favorite subject without noticing that others are not interested or without giving others a chance to respond

Displaying facial expressions, movements, and gestures that do not match what is being said

Having an unusual tone of voice that may sound sing-song or flat and robot-like

Having trouble understanding another person's point of view or being unable to predict or understand other people's actions

Difficulties adjusting behaviors to social situations

Difficulties sharing in imaginative play or in making friends

Restrictive / repetitive behaviors may include:

Repeating certain behaviors or having unusual behaviors, such as repeating words or phrases (a behavior called echolalia)

Having a lasting intense interest in specific topics, such as numbers, details, or facts

Showing overly focused interests, such as with moving objects or parts of objects

Becoming upset by slight changes in a routine and having difficulty with transitions

Being more sensitive or less sensitive than other people to sensory input, such as light, sound, clothing, or temperature

People with ASD may also experience sleep problems and irritability.

People on the autism spectrum also may have many strengths, including:

Being able to learn things in detail and remember information for long periods of time

Being strong visual and auditory learners

Excelling in math, science, music, or art

Causes and Risk Factors

Researchers don't know the primary causes of ASD, but studies suggest that a person's genes can act together with aspects of their environment to affect development in ways that lead to ASD. Some factors that are associated with an increased likelihood of developing ASD include:

Having a sibling with ASD

Having older parents

Having certain genetic conditions (such as Down syndrome or Fragile X syndrome)

Having a very low birth weight

Diagnosing ASD

Health care providers diagnose ASD by evaluating a person's behavior and development. ASD can usually be reliably diagnosed by the age of two. It is important to seek an evaluation as soon as possible. The earlier ASD is diagnosed, the sooner treatments and services can begin.

Diagnosis in Young Children

Diagnosis in young children is often a two-stage process.

Stage 1: General Developmental Screening During Well-Child Checkups

Every child should receive well-child check-ups with a pediatrician or an early childhood health care provider. The American Academy of Pediatrics recommends that all children receive screening for developmental delays at their 9-, 18-, and 24- or 30-month well-child visits, with specific autism screenings at their 18- and 24-month well-child visits. A child may receive additional screening if they are at high risk for ASD or developmental problems. Children at high risk include those who have a family member with ASD, show some behaviors that are typical of ASD, have older parents, have certain genetic conditions, or who had a very low birth weight.

Considering caregivers' experiences and concerns is an important part of the screening process for young children. The health care provider may ask questions about the child's behaviors and evaluate those answers in combination with information from ASD screening tools and clinical observations of the child. Read more about screening instruments on the Centers for Disease Control and Prevention (CDC) website.

If a child shows developmental differences in behavior or functioning during this screening process, the health care provider may refer the child for additional evaluation.

Stage 2: Additional Diagnostic Evaluation

It is important to accurately detect and diagnose children with ASD as early as possible, as this will shed light on their unique strengths and challenges. Early detection also can help caregivers determine which services, educational programs, and behavioral therapies are most likely to be helpful for their child.

A team of health care providers who have experience diagnosing ASD will conduct the diagnostic evaluation. This team may include child neurologists, developmental pediatricians, speech-language pathologists, child psychologists and psychiatrists, educational specialists, and occupational therapists.

The diagnostic evaluation is likely to include:

Medical and neurological examinations

Assessment of the child's cognitive abilities

Assessment of the child's language abilities

Observation of the child's behavior

An in-depth conversation with the child's caregivers about the child's behavior and development

Assessment of age-appropriate skills needed to complete daily activities independently, such as eating, dressing, and toileting

Because ASD is a complex disorder that sometimes occurs with other illnesses or learning disorders, the comprehensive evaluation may include:

The outcome of the evaluation may result in a formal diagnosis and recommendations for treatment.

Diagnosis in older children and adolescents

Caregivers and teachers are often the first to recognize ASD symptoms in older children and adolescents who attend school. The school's special education team may perform an initial evaluation and then recommend that a child undergo additional evaluation with their primary health care provider or a health care provider who specialize in ASD.

A child's caregivers may talk with these health care providers about their child's social difficulties, including problems with subtle communication. These subtle communication differences may include problems understanding tone of voice, facial expressions, or body language. Older children and adolescents may have trouble understanding figures of speech, humor, or sarcasm. They also may have trouble forming friendships with peers.

Diagnosis in adults

Diagnosing ASD in adults is often more difficult than diagnosing ASD in children. In adults, some ASD symptoms can overlap with symptoms of other mental health disorders, such as anxiety disorder or attention-deficit/hyperactivity disorder (ADHD).

Adults who notice the signs and symptoms of ASD should talk with a health care provider and ask for a referral for an ASD evaluation. Although evaluation for ASD in adults is still being refined, adults can be referred to a neuropsychologist, psychologist, or psychiatrist who has experience with ASD. The expert will ask about:

Social interaction and communication challenges

Sensory issues

Repetitive behaviors

Restricted interests

The evaluation also may include a conversation with caregivers or other family members to learn about the person's early developmental history, which can help ensure an accurate diagnosis.

Obtaining a correct diagnosis of ASD as an adult can help a person understand past challenges, identify personal strengths, and find the right kind of help. Studies are underway to determine the types of services and supports that are most helpful for improving the functioning and community integration of autistic transition-age youth and adults.

Treatments and Therapies

Treatment for ASD should begin as soon as possible after diagnosis. Early treatment for ASD is important as proper care and services can reduce individuals' difficulties while helping them learn new skills and build on their strengths.

People with ASD may face a wide range of issues, which means that there is no single best treatment for ASD. Working closely with a health care provider is an important part of finding the right combination of treatment and services.

Medication

A health care provider may prescribe medication to treat specific symptoms. With medication, a person with ASD may have fewer problems with:

Irritability

Aggression

Repetitive behavior

Hyperactivity

Attention problems

Anxiety and depression

Read more about the latest medication warnings, patient medication guides, and information on newly approved medications at the Food and Drug Administration (FDA) website.
Behavioral, psychological, and educational interventions

People with ASD may be referred to a health care provider who specializes in providing behavioral, psychological, educational, or skill-building interventions. These programs are typically highly structured and intensive, and they may involve caregivers, siblings, and other family members. These programs may help people with ASD:

Learn social, communication, and language skills

Reduce behaviors that interfere with daily functioning

Increase or build upon strengths

Learn life skills necessary for living independently

Other resources

Many services, programs, and other resources are available to help people with ASD. Here are some tips for finding these additional services:

Contact your health care provider, local health department, school, or autism advocacy group to learn about special programs or local resources.

Find an autism support group. Sharing information and experiences can help people with ASD and their caregivers learn about treatment options and ASD-related programs.

Record conversations and meetings with health care providers and teachers. This information helps when it's time to decide which programs and services are appropriate.

Keep copies of health care reports and evaluations. This information may help people with ASD qualify for special programs.

Join a Study

Learn More

Free Brochures and Shareable Resources

Federal Resources

Research and Statistics

Last Reviewed: March 2022
Unless otherwise specified, NIMH information and publications are in the public domain and available for use free of charge. Citation of NIMH is appreciated. Please see our Citing NIMH Information and Publications page for more information.

# data[].attributes.attachment_link.description
Autism spectrum disorder (ASD) is a neurological and developmental disorder that affects how people interact with others, communicate, learn, and behave. Although autism can be diagnosed at any age, it is described as a "developmental disorder" because symptoms generally appear in the first two years of life.

# data[].attributes.body
Low-Tech

At the low-tech end, there are low-cost, easy-to-use tools such as picture boards and picture cards, including those created by PECS—a highly-regarded organization whose products have been used in schools and by therapists for many years.

Mid-Tech
Two examples of speech-generating apps include:

Proloquo2Go by Assistiveware, which features over 10,000 words, is easy to customize for physical or cognitive needs and can be used in many different languages. Compatible with iOS; costs about $250.

TouchChat HD by Prentke Romich Company, which provides English and Spanish options and allows the user to choose a voice that fits their personality. Compatible with iOS; costs about $150.

https://www.verywellhealth.com/assistive-technology-for-autism-5076159

# data[].attributes.attachment_link.title
How Technology Can Help People With Autism

# data[].attributes.attachment_link.description
From weighted blankets to socially responsive robots, there is an incredible range of assistive technology available to help those with autism.

# data[].attributes.headline
AT for Learning and Executive Functioning

# data[].attributes.subject
AT for Learning and Executive Functioning

# data[].attributes.body
Low-Tech

Low-tech options for handling sensory issues include simple tools for reducing anxiety and increasing focus, such as stress balls, worry beads, weighted vests, and standing desks.

For executive functioning, ordinary written planners, color-coded schedules, and visual reminders can all make a positive difference.

Mid-Tech

Mid-range options are easily available and relatively low-cost. Some examples include watches with alarms, visual timers, sound-blocking headphones, and calculators.

For many people with autism, audiobooks and recordings can be a great way to replay lectures or instructions.

High-Tech
Some are intended for the general market; these include mind mapping software like Lucidchart which are used to make connections among apparently disparate ideas and turn those connections into usable outlines and other products.

Speech to text software can also be useful, as can tools specifically created for students with learning disabilities. Examples include LiveScribe and Dragon Home.
https://www.verywellhealth.com/assistive-technology-for-autism-5076159

# data[].attributes.body
Low-Tech
Social stories: These short, simple, visual stories were first developed by Carol Gray and are used to prepare people with autism to think and behave appropriately in any situation.
Social skills cards and games: Many specialized companies have created cards and games to help build social skills.

Mid-Tech
Video modeling is a tried and true technique for teaching social skills, and companies like Model Me Kids are dedicated to creating videos to teach everything from polite greetings to joining a conversation to asking someone out on a date.

Apps are more interactive and can allow learners to select areas of interest and actually practice their skills and receive feedback. The Social Express is a social skills tool for middle school learners with autism and related disorders.

High-Tech

Kiwi, a “socially assistive robot” created by a team of researchers from the University of Southern California that teaches autistic children both how to do math and socialize

QTrobot, created by a company at the University of Luxembourg, which is intended to "increase children’s willingness to interact with human therapists, and decrease discomfort during therapy sessions."

Human-shaped robots created at MIT to help develop social skills and empathy in children with autism.

# data[].attributes.body
Orthopedic impairment is defined as a child’s disability relating to a bone, joint, or muscle, that is severe enough to directly affect the child’s educational performance. It can be caused by many different factors including genetic abnormalities, disorders such as cerebral palsy, or an injury that has caused a missing limb or has impaired a muscle.
https://www.drbillhefley.com/what-is-an-orthopedic-impairment/

# data[].attributes.attachment_link.readable_text
Orthopedic impairment is defined as a child's disability relating to a bone, joint, or muscle, that is severe enough to directly affect the child's educational performance. It can be caused by many different factors including genetic abnormalities, disorders such as cerebral palsy, or an injury that has caused a missing limb or has impaired a muscle.

The extent to which a child's education is affected can vary greatly, depending on the level of impairment. Many children with an orthopedic impairment do still have normal cognitive abilities, so these children require mainstream education wherever possible and in the least restrictive environment as appropriate.

Causes of Orthopedic Impairment

Some of the main reasons why children have orthopedic impairments include the following:

Musculoskeletal Disorders

Orthopedic disorders include defects or disorders of the bones and muscles, such as a limb deficiency. A child may be missing part or all of a limb due to trauma, disease, or a birth disorder such as clubfoot.

Clubfoot is a fairly common birth defect in which a baby is born with their foot or feet pointing downward and inward, with the soles of the feet facing inward toward one another, due to shortened tendons. In about 50% of all cases of clubfoot, both feet are affected. Early treatment for clubfoot is recommended before the baby is walking.

Neuromotor Impairments

A neuromotor impairment involves the central nervous system (brain and spinal cord). The impairment affects the child's ability to move, feel, or use certain parts of the body. Spina bifida, cerebral palsy, and spinal injuries are types of neuromotor impairments.

The most common motor and movement disability in children is cerebral palsy. This actually refers to a group of permanent conditions that affect movement and coordination, and it can develop before, during, or soon after birth. Symptoms are usually not obvious at birth but become more apparent within 2-3 years.

Degenerative Diseases

Degenerative diseases such as muscular dystrophy affect motor movement, and they are characterized by the structure or function of a body tissue progressively worsening. Muscular dystrophy refers to a group of genetic disorders that cause a loss of muscle mass and progressive weakness over time. There are treatments available to help many people manage their muscular dystrophy.

Orthopedic Impairments from Other Causes

An orthopedic impairment can also result from other factors such as an amputation, injury due to an accident, or severe burns that have resulted in damage to the bones and muscles.

Joint deformities such as developmental dysplasia of the hip (DDH) is a birth defect resulting in the ball-and-socket joint not developing properly in babies and young children. This causes the hip joint to be loose and, in some cases, leads to hip dislocation. If left untreated, it can prevent the hip joint from developing properly and lead to hip pain, reduced function, and osteoarthritis in the child.

Orthopedic Care in Little Rock, Arkansas

If you have an orthopedic impairment or a musculoskeletal issue that is impacting your quality of life, contact board-certified orthopedic surgeon Dr. William Hefley for an evaluation and to discuss your treatment options. Dr. Hefley treats a broad range of orthopedic conditions and injuries, and he specializes in treating shoulder, hip, and knee conditions.

While Dr. Hefley is highly experienced in performing arthroscopic and minimally invasive joint replacement surgery, he also uses an array of nonsurgical modalities - including stem cell and PRP (platelet-rich plasma) therapy - to treat orthopedic injuries and conditions. The medical staff at Bowen Hefley Orthopedics is here to improve your quality of life and get you moving again.

If you would like more information about our services, or to schedule an appointment with Dr. Hefley at one of our convenient locations, call us today at (800) 336-2412, or you can use our convenient online appointment request form. We look forward to seeing you here!

# data[].attributes.attachment_link.title
What Is an Orthopedic Impairment? | Bowen Hefley Orthopedics

# data[].attributes.attachment_link.description
Orthopedic impairment is defined as a child's disability relating to a bone, joint, or muscle, that is severe enough to directly affect the child's educational performance. It can be caused by many different factors including genetic abnormalities, disorders such as cerebral palsy, or an injury that has caused a missing limb or has impaired a muscle.

# data[].attributes.body
In order for the student to access the general curriculum, the student may require these accommodations:

Special seating arrangements to develop useful posture and movements

Instruction focused on development of gross and fine motor skills

Securing suitable augmentative communication and other assistive devices

Awareness of medical condition and its affect on the student (such as getting tired quickly)

http://www.projectidealonline.org/v/orthopedic-impairments/

# data[].attributes.body
Devices to Access Information: These assistive technology devices focus on aiding the student to access the educational material. These devices include:

speech recognition software

screen reading software

augmentative and alternative communication devices (such as communication boards)

academic software packages for students with disabilities

# data[].attributes.body
Devices for Positioning and Mobility: These assistive technology devices focus on helping the student participate in educational activities. These devices include:

canes

walkers

crutches

wheelchairs

specialized exercise equipment

specialized chairs, desks, and tables for proper posture development

# data[].attributes.headline
Assistive Technology in Action - Meet Mason

# data[].attributes.subject
Assistive Technology in Action - Meet Mason

# data[].attributes.body
The Family Center on Technology and Disability (FCTD) and PACER Center are pleased to announce the release of our new assistive technology awareness series, AT in Action.  Funded by the U.S. Department of Education's Office of Special Education Programs (OSEP), this fully-captioned video
https://www.youtube.com/watch?v=IcUNnnwFm4g

# data[].attributes.attachment_link.title
Assistive Technology in Action - Meet Mason

# data[].attributes.headline
Non-verbal children living with autism learning to communicate via electronic devices

# data[].attributes.subject
Non-verbal children living with autism learning to communicate via electronic devices

# data[].attributes.body
on-verbal children living with autism are being given the chance to better communicate by using electronic devices at Oshawa's Grandview Children's Centre.
https://www.youtube.com/watch?v=BPo1H1eMU9k

# data[].attributes.attachment_link.title
Non-verbal children living with autism learning to communicate via electronic devices

# data[].attributes.body
- By 2050 nearly 2.5 billion people are projected to have some degree of hearing loss and at least 700 million will require hearing rehabilitation.

- Over 1 billion young adults are at risk of permanent, avoidable hearing loss due to unsafe listening practices.

# data[].attributes.attachment_link.readable_text
Overview

Over 5% of the world's population - or 430 million people - require rehabilitation to address their disabling hearing loss (432 million adults and 34 million children). It is estimated that by 2050 over 700 million people - or 1 in every 10 people - will have disabling hearing loss.

'Disabling' hearing loss refers to hearing loss greater than 35 decibels (dB) in the better hearing ear. Nearly 80% of people with disabling hearing loss live in low- and middle-income countries. The prevalence of hearing loss increases with age, among those older than 60 years, over 25% are affected by disabling hearing loss.

Hearing loss and deafness

A person who is not able to hear as well as someone with normal hearing - hearing thresholds of 20 dB or better in both ears - is said to have hearing loss. Hearing loss may be mild, moderate, severe, or profound. It can affect one ear or both ears and leads to difficulty in hearing conversational speech or loud sounds.

'Hard of hearing' refers to people with hearing loss ranging from mild to severe. People who are hard of hearing usually communicate through spoken language and can benefit from hearing aids, cochlear implants, and other assistive devices as well as captioning.

'Deaf' people mostly have profound hearing loss, which implies very little or no hearing. They often use sign language for communication.

Causes of hearing loss and deafness

Although these factors can be encountered at different periods across the life span, individuals are most susceptible to their effects during critical periods in life.

Prenatal period

genetic factors including hereditary and non-hereditary hearing loss

intrauterine infections - such as rubella and cytomegalovirus infection.

Perinatal period

birth asphyxia (a lack of oxygen at the time of birth

hyperbilirubinemia (severe jaundice in the neonatal period)

low-birth weight

other perinatal morbidities and their management.

Childhood and adolescence

chronic ear infections (chronic suppurative otitis media)

collection of fluid in the ear (chronic nonsuppurativeotitis media)

meningitis and other infections.

Adulthood and older age

chronic diseases

smoking

otosclerosis

age-related sensorineural degeneration

sudden sensorineural hearing loss.

Factors across the life span

cerumen impaction (impacted ear wax)

trauma to the ear or head

loud noise/loud sounds

ototoxic medicines

work related ototoxic chemicals

nutritional deficiencies

viral infections and other ear conditions

delayed onset or progressive genetic hearing loss.

The impact of unaddressed hearing loss

When unaddressed, hearing loss impacts many aspects of life at individual level:

communication and speech

cognition

education and employment: In developing countries, children with hearing loss and deafness often do not receive schooling. Adults with hearing loss also have a much higher unemployment rate. Among those who are employed, a higher percentage of people with hearing loss are in the lower grades of employment compared with the general workforce.

social isolation, loneliness and stigma

impact on society and economy

effects on years lived with disability (YDLs) and disability adjusted life years (DALYs).

WHO estimates that unaddressed hearing loss poses an annual global cost of US$ 980 billion. This includes health sector costs (excluding the cost of hearing devices), costs of educational support, loss of productivity, and societal costs. Of these costs, 57% are attributed to low- and middle-income countries.

Prevention

Many of the causes that lead to hearing loss can be avoided through public health strategies and clinical interventions implemented across the life course.

Prevention of hearing loss is essential throughout the life course, from prenatal and perinatal periods to older age. In children, nearly 60% of hearing loss is due to avoidable causes that can be prevented through implementation of public health measures. Likewise, most common causes of hearing loss in adults, such as exposure to loud sounds and ototoxic medicines, are preventable.

Effective strategies for reducing hearing loss at different stages of the life course include:

immunization;

good maternal and childcare practices;

genetic counselling;

identification and management of common ear conditions;

occupational hearing conservation programmes for noise and chemical exposure;

safe listening strategies for the reduction of exposure to loud sounds in recreational settings; and

rational use of medicines to prevent ototoxic hearing loss.

Identification and management

Early identification of hearing loss and ear diseases is key to effective management.

This requires systematic screening for detection of hearing loss and related ear diseases in those who are most at risk. This includes:

newborn babies and infants

pre-school and school-age children

people exposed to noise or chemicals at work

people receiving ototoxic medicines

older adults.

Hearing assessment and ear examination can be conducted in clinical and community settings. Tools such as the WHO "hearWHO" app and other technology-based solutions make it possible to screen for ear diseases and hearing loss with limited training and resources.

Once hearing loss is identified, it is essential that it is addressed as early as possible and in an appropriate manner, to mitigate any adverse impact.

Measures available to rehabilitate people with hearing loss include:

the use of hearing technologies, such as hearing aids, cochlear implants and middle ear implants;

the use of sign language and other means of sensory substitution,such as speech reading, use of print on palm or Tadoma, signed communication; and

rehabilitative therapy to enhance perceptive skills and develop communication and linguistic abilities.

The use of hearing assistive technology, and services such as frequency modulation and loop systems, alerting devices, telecommunication devices,captioning services and sign language interpretation, can further improve access to communication and education for people with hearing loss.

WHO response

WHO's work on ear and hearing care is to promote integrated people-centred ear and hearing care (IPC-EHHC).

WHO's work is guided by the recommendations of the WHO World report on hearing (2021) and the World Health Assembly resolution on prevention of deafness and hearing loss.

WHO's work includes:

guiding, assisting and supporting Member States to increase awareness on EHC issues;

facilitating data generation and dissemination of ear and hearing care related data and information;

providing technical resources and guidance to facilitate planning and health systems capacity building for ear and hearing care;

supporting heath workforce training in ear and hearing care;

promoting safe listening to reduce the risk of recreational noise-induced hearing loss through the WHO Make Listening Safe initiative;

observing and promoting World Hearing Day as an annual advocacy event;

building partnerships to develop strong hearing care programmes, including initiatives for affordable hearing aids, cochlear implants and services; and

advocating for ear and hearing care through the World Hearing Forum.

# data[].attributes.attachment_link.description
Deafness and hearing loss fact sheet from WHO: providing key facts and information on causes, impact, prevention, identification, management and WHO response.

# data[].attributes.body
uses electromagnetic energy to transmit sound. A hearing loop system involves four parts:

A sound source, such as a public address system, microphone, or home TV or telephone

An amplifier

A thin loop of wire that encircles a room or branches out beneath carpeting

A receiver worn in the ears or as a headset

https://www.nidcd.nih.gov/health/assistive-devices-people-hearing-voice-speech-or-language-disorders#:~:text=Assistive%20listening%20devices%20(ALDs)%20help,wearer%20hear%20certain%20sounds%20better.

# data[].attributes.body
Similar to the hearing loops system, but FM system uses radio signals to transmit amplified sounds. They are often used in classrooms, where the instructor wears a small microphone connected to a transmitter and the student wears the receiver, which is tuned to a specific frequency, or channel.

https://www.nidcd.nih.gov/health/assistive-devices-people-hearing-voice-speech-or-language-disorders#:~:text=Assistive%20listening%20devices%20(ALDs)%20help,wearer%20hear%20certain%20sounds%20better.

# data[].attributes.body
Uses infrared light to transmit sound. A transmitter converts sound into a light signal and beams it to a receiver that is worn by a listener. The receiver decodes the infrared signal back to sound.
Unlike induction loop or FM systems, the infrared signal cannot pass through walls, which makes it to be useful when confidential information is being discussed and also minimizing the interference.
https://www.nidcd.nih.gov/health/assistive-devices-people-hearing-voice-speech-or-language-disorders#:~:text=Assistive%20listening%20devices%20(ALDs)%20help,wearer%20hear%20certain%20sounds%20better.

# data[].attributes.body
An amplifier increases sound levels and reduce background noise so that the sound can be heard clearly by the listener.

# data[].attributes.body
Smart phones, Tablets, Computer that allow reader to read the content with different text sizes, brightness, and etc.

# data[].attributes.body
magnifying glass could help the students will visual impairments to look at small details of objects or text.

# data[].attributes.body
A screen reader is a software program that reads all of the text on a computer screen using a synthesized voice.

https://www.perkins.org/resource/z-assistive-technology-low-vision/

# data[].attributes.body
Audiobooks allow the user to listen to a book.

# data[].attributes.attachment_caption
Classroom materials such as this will create a welcoming space for everyone. While incorporating new skills such as signing. 

# data[].attributes.body
Universal Design has some suggestions for the classroom and how to create an effective space for the deaf student here:
https://www.csun.edu/sites/default/files/dssuniversaldesign.pdf

# data[].attributes.headline
In the flipped classroom- always CC your videos!

# data[].attributes.subject
In the flipped classroom- always CC your videos!

# data[].attributes.body
The flipped classroom would be ideal of deaf students because:
1) The students can review the material at home before the lecture.  This is a perfect idea for preparation and allows for a deaf or hard-of hearing student to come in with an understanding.
2) There's more time working in groups and with each other.  This enhances the experience for any student, but those who are deaf will find this a better opportunity to absorb the material and allows for a classmate to help with their understanding.
3) The stronger students can assist the weaker ones and there's more one-on-one time with the teacher.  So, everyone will receive attention, not just those who can speak up during a lecture.

# data[].attributes.headline
How to add CC to your YouTube for a flipped classroom lesson. 

# data[].attributes.subject
How to add CC to your YouTube for a flipped classroom lesson. 

# data[].attributes.attachment_link.title
YouTube Automatic Subtitles: How to Add Quick Closed Captions!

# data[].attributes.attachment_caption
You can customize your settings, too! The website will ask if you want Microsoft account vs. Google as well as numerous devices choices.  

# data[].attributes.headline
Discover the assistive technology available for closed-captioning.

# data[].attributes.subject
Discover the assistive technology available for closed-captioning.

# data[].attributes.body
https://ahead.ie/Discover-your-AT?v=1&ato=OQ==&atd=MTU=&ata=MjM=#atmc

# data[].attributes.headline
How to continue using group work in the classroom -->

# data[].attributes.subject
How to continue using group work in the classroom -->

# data[].attributes.body
Deaf university students should utilize communication technology in order to succeed in an assigned group project.

For a younger student, utilize a small whiteboard, communication device (the dreaded phone), or communication cards. If the phone becomes an issue with classroom management or creates a socio-economic challenge, a school issued & managed tablet, or even a device from a local or school library would work. Even as simple as a notebook and pen for students who can write.

https://blogs.shu.ac.uk/accessibleassessment/files/2018/08/Deaf-or-Hearing-Impaired-Students-guide-August-2018.pdf

# data[].attributes.attachment_link.title
Deaf Student Experience - Group Work - George Brown College

# data[].attributes.headline
Integrate these practices into your lessons --> 

# data[].attributes.subject
Integrate these practices into your lessons --> 

# data[].attributes.body
Interactive Digital Whiteboards - IDW and speech-to-text software can translate what you are saying into readable text. (1)

UDLs 'what, how, and why' for students who are deaf:
https://successforkidswithhearingloss.com/wp-content/uploads/2016/01/Instructional-strategies-Multiple-Challenges.pdf

(1) https://www.viewsonic.com/library/education/6-cases-of-interactive-digital-whiteboards-as-an-assistive-technology-in-special-education/

# data[].attributes.headline
Why should a teacher learn basic sign language? 

# data[].attributes.subject
Why should a teacher learn basic sign language? 

# data[].attributes.body
Could we consider learning sign language as assistive, yes? Is it a technology? Not yet!

Having a basic understanding of signs will help students in their early communication.

If a student cannot accurately express themselves with words, recognizing or using signs in the classroom might help ease the students' anxiety and aid in their learning journey.

# data[].attributes.attachment_link.title
Learning sign language early improves language skills > Mill Neck International

# data[].attributes.attachment_link.description
Research on Deaf children says that learning sign language early improves language skills and literacy. This summarizes 20 years of research.

# data[].attributes.headline
Reading & Literacy for Deaf Children; 12 stories with drawings, written English, and translated in American Sign Language.

# data[].attributes.subject
Reading & Literacy for Deaf Children; 12 stories with drawings, written English, and translated in American Sign Language.

# data[].attributes.body
How can we encourage deaf children to read if they do not understand the emotive value or moral in the story without sound? 12 stories written by two former teachers in order to encourage deaf students to read or even start signing.

https://www.lamar.edu/fine-arts-communication/deaf-studies-deaf-education/reading-and-deaf-children.html

# data[].attributes.headline
Assistive Technology for Specific Learning Disabilities

# data[].attributes.subject
Assistive Technology for Specific Learning Disabilities

# data[].attributes.body
"AT for kids with LD is defined as any device, piece of equipment or system that helps bypass, work around or compensate for an individual’s specific learning deficits."

"In general, AT compensates for a student’s skills deficits or area(s) of disability. However, utilizing AT does not mean that a child can’t also receive remedial instruction aimed at alleviating deficits (such as software designed to improve poor phonic skills)."

"AT can increase a child’s self-reliance and sense of independence. Kids who struggle in school are often overly dependent on parents, siblings, friends and teachers for help with assignments. By using AT, kids can experience success with working independently."

# data[].attributes.attachment_link.readable_text
What is assistive technology for LD?

What types of learning problems does assistive technology address?

What kinds of assistive technology tools are available?

Other technology tools for learning

http://www.greatschools.net/LD/assistive-technology/assistive-technology-for-kids-with-learning-disabilities-an-overview.gs?content=702&page=all

# data[].attributes.attachment_link.title
Assistive Technology for Kids with Learning Disabilities: An Overview

# data[].attributes.body
Abbreviation Expanders
"Used with word processing, these software programs allow a user to create, store, and re-use abbreviations for frequently-used words or phrases. This can save the user keystrokes and ensure proper spelling of words and phrases he has coded as abbreviations."

Graphic Organizers & Outlining
"Graphic organizers and outlining programs help students who have trouble organizing and outlining information as they begin a writing project. This type of program lets a user “dump” information in an unstructured manner and later helps him organize the information into appropriate categories and order."

https://www.greatschools.org/gk/articles/graphic-organizers-and-outlining/

Portable Word Processors
"A portable word processor is lightweight device that is easy to transport (e.g., from classroom to home). It can be helpful to kids who may have trouble writing by hand and prefer to use a keyboard. Word processing allows the user to edit and correct his written work more efficiently than doing so by hand."

https://www.greatschools.org/gk/articles/portable-word-processors/

Speech Recognition Software Programs
"A speech recognition program works in conjunction with a word processor. The user “dictates” into a microphone, and his spoken words appear on the computer screen as text. This can help a student whose oral language ability is better than his writing skills."

https://www.greatschools.org/gk/articles/speech-recognition-software-programs/

Talking spell-checkers/electronic dictionaries

"Talking spell checkers and electronic dictionaries can help a poor speller select or identify appropriate words and correct spelling errors during the process of writing and proofreading. Talking devices "read aloud" and display the selected words onscreen, so the user can see and hear the words."

https://www.greatschools.org/gk/articles/talking-spell-checkers-electronic-dictionaries/

Word prediction software programs

"Word prediction software can help a user during word processing by “predicting” a word the user intends to type. Predictions are based on spelling, syntax, and frequent/recent use. This prompts kids who struggle with writing to use proper spelling, grammar, and word choices, with fewer keystrokes."

https://www.greatschools.org/gk/articles/word-prediction-software-programs/

# data[].attributes.attachment_link.readable_text
Used with word processing, these software programs allow a user to create, store, and re-use abbreviations for frequently-used words or phrases. This can save the user keystrokes and ensure proper spelling of words and phrases he has coded as abbreviations.

What type(s) of learning difficulty do these tools address?

This type of tool benefits people who struggle with: writing.

Products to Consider:

Resources to help you evaluate assistive technology for your child:
Updated February 2010

# data[].attributes.attachment_link.description
Used with word processing, these software programs allow a user to create, store, and re-use abbreviations for frequently-used words or phrases. This can save the user keystrokes and ensure proper spelling of words and phrases he has coded as abbreviations. This type of tool benefits people who struggle with: writing.

# data[].attributes.body
Audio books & publications
"Recorded books allow users to listen to text and are available in a variety of formats, such as audiocassettes, CDs, and MP3 downloads. Special playback units allow users to and search and bookmark pages and chapters. Subscription services offer extensive electronic library collections."

Optical Character Recognition
"This technology allows a user to scan printed material into a computer or handheld unit. The scanned text is then read aloud via a speech synthesis/screen reading system. Optical Character Recognition (OCR) is available as stand-alone units, computer software, and as portable, pocket-sized devices."

https://www.greatschools.org/gk/articles/optical-character-recognition/

https://www.understood.org/en/articles/how-does-optical-character-recognition-help-kids-with-reading-issues

Speech Synthesizers/Screen Readers

"These systems can display and read aloud text on a computer screen, including text that has been typed by the user, scanned in from printed pages (e.g., books, letters), or text appearing on the Internet."

https://www.greatschools.org/gk/articles/speech-synthesizers-screen-readers/

https://www.afb.org/blindness-and-low-vision/using-technology/assistive-technology-products/screen-readers

# data[].attributes.attachment_link.readable_text
Recorded books allow users to listen to text and are available in a variety of formats, such as audiocassettes, CDs, and MP3 downloads. Special playback units allow users to and search and bookmark pages and chapters. Subscription services offer extensive electronic library collections.

What type(s) of learning difficulty do these tools address?

This type of tool may help people who struggle with: reading.

Products and Services to Consider:

Resources to help you evaluate assistive technology for your child:
Updated February 2010

# data[].attributes.attachment_link.description
Recorded books allow users to listen to text and are available in a variety of formats, such as audiocassettes, CDs, and MP3 downloads. Special playback units allow users to and search and bookmark pages and chapters. Subscription services offer extensive electronic library collections. This type of tool may help people who struggle with: reading.

# data[].attributes.headline
How can we track progress & understanding? 

# data[].attributes.subject
How can we track progress & understanding? 

# data[].attributes.body
Utilize one of these toolkits to set goals for the students. Having a visual aid for your deaf student will help them understand what they need to accomplish in your class and why. Hopefully this will lead to an elevated understanding of each lesson.

# data[].attributes.attachment_link.readable_text
Progress Monitoring is a process in which data is collected and analyzed to determine the effectiveness of instructional practices, and then used to make strategic changes in instruction to increase students' skill or standard mastery. To Progress Monitor, the teacher selects a specific skill or learning standard to teach and assess for a whole class, small group, or individual student. Next, the student(s) are assessed to identify strengths and gaps within the skill or standard; this information is used to generate a timed, measurable learning target or goal. Then, during pre-identified intervals (e.g., quarterly, after each lesson, at the end of a unit), the teacher re-assesses the student(s) to measure the progress they have made. If progress has been demonstrated, the data is used to help identify which instructional practices are effective, and the teacher may choose to increase the criteria for mastery (e.g., 80% accuracy to 90% accuracy). If progress has not been demonstrated, the teacher analyzes the data to identify how to best change instruction in order to improve outcomes (e.g., identify opportunities for re-teaching, select different instructional interventions). Data collection for Progress Monitoring can take various forms, including using curriculum based assessments (e.g., teacher-created assessments, rubric-scored projects), criterion-referenced tests (e.g., state standardized assessments, Advanced Placement Exams), or behavior charting (e.g. task analysis, ABC data, frequency data).

# data[].attributes.attachment_link.description
Progress Monitoring is a process in which data is collected and analyzed to determine the effectiveness of instructional practices, and then used to make strategic changes in instruction to increase students' skill or standard mastery. To Progress Monitor, the teacher selects a specific skill or learning standard to teach and assess for a whole class, small group, or individual student.

# data[].attributes.body
Electronic Math Worksheets
"Electronic math worksheets are software programs that can help students organize, align, and work through math problems on a computer screen. Numbers that appear onscreen can also be read aloud via a speech synthesizer. This may be helpful to people who have trouble aligning math problems with pencil and paper."

Talking Calculators
"A talking calculator has a built-in speech synthesizer that reads aloud each number, symbol, or operation key a user presses; it also vocalizes the answer to the problem. This auditory feedback may help a student check the accuracy of the keys he presses and verify the answer before he transfers it to paper."

https://www.brighthubeducation.com/special-ed-physical-disabilities/76096-talking-calculators-assistive-technology-in-schools/

# data[].attributes.attachment_link.readable_text
Electronic math worksheets are software programs that can help students organize, align, and work through math problems on a computer screen. Numbers that appear onscreen can also be read aloud via a speech synthesizer. This may be helpful to people who have trouble aligning math problems with pencil and paper.

What type(s) of learning difficulty do these tools address?

This type of tool benefits people who struggle with: math.
Products to Consider:
Resources to help you evaluate assistive technology for your child:
Updated February 2010

# data[].attributes.attachment_link.description
Electronic math worksheets are software programs that can help students organize, align, and work through math problems on a computer screen. Numbers that appear onscreen can also be read aloud via a speech synthesizer. This may be helpful to people who have trouble aligning math problems with pencil and paper.

# data[].attributes.headline
AT for Learning Disability in Organization & Memory

# data[].attributes.subject
AT for Learning Disability in Organization & Memory

# data[].attributes.body
Free-form Database Software
"Used in conjunction with word processing or other software, this tool allows the user to create and store electronic notes by “jotting down” relevant information of any length and on any subject. He can later retrieve the information by typing any fragment of the original note."

Information/data Managers
"This type of tool helps a person plan, organize, store, and retrieve his calendar, task list, contact data, and other information in electronic form. Personal data managers may be portable, hand-held devices, computer software, or a combination of those tools working together by “sharing” data."

https://www.greatschools.org/gk/articles/information-data-managers/

# data[].attributes.attachment_link.readable_text
Used in conjunction with word processing or other software, this tool allows the user to create and store electronic notes by "jotting down" relevant information of any length and on any subject. He can later retrieve the information by typing any fragment of the original note.

What type(s) of learning difficulty do these tools address?

This type of tool may help people who have difficulty with: organization and memory.

Products to consider:

Resources to help you evaluate assistive technology for your child:
Consumer Tips for Evaluating Assistive Technology Products Updated February 2010

# data[].attributes.attachment_link.description
Used in conjunction with word processing or other software, this tool allows the user to create and store electronic notes by "jotting down" relevant information of any length and on any subject. He can later retrieve the information by typing any fragment of the original note.

# data[].attributes.headline
AT for Learning Disability in Listening or Attention

# data[].attributes.subject
AT for Learning Disability in Listening or Attention

# data[].attributes.body
Personal FM Listening Systems
"A personal FM listening system transmits a speaker’s voice directly to the user’s ear. This may help the listener focus on what the speaker is saying. The unit consists of a wireless transmitter (with microphone) worn by the speaker and a receiver (with earphone) worn by the listener."

# data[].attributes.attachment_link.readable_text
A personal FM listening system transmits a speaker's voice directly to the user's ear. This may help the listener focus on what the speaker is saying. The unit consists of a wireless transmitter (with microphone) worn by the speaker and a receiver (with earphone) worn by the listener.
What type(s) of learning difficulty do these tools address?
This type of tool may benefit people who struggle with: listening or attention.

Products to consider:

Resources to help you evaluate assistive technology for your child:
Consumer Tips for Evaluating Assistive Technology Products
© 2008 GreatSchools Inc. All Rights Reserved. Originally created by Schwab Learning, formerly a program of the Charles and Helen Schwab Foundation.
Updated February 2010

# data[].attributes.attachment_link.description
A personal FM listening system transmits a speaker's voice directly to the user's ear. This may help the listener focus on what the speaker is saying. The unit consists of a wireless transmitter (with microphone) worn by the speaker and a receiver (with earphone) worn by the listener.

# data[].attributes.body
AT to aid in cognitive disabilities for individuals suffering from traumatic brain injury include:

- home-made aids
- talking clocks and calendars
- checklists
- recorders with pre-recorded reminder messages
- handheld microcomputers for easy input and retrieval of notes
- devices to help regulate sleep
- devices to help locate missing keys
- devices to help remind about medications

# data[].attributes.attachment_link.readable_text
Traumatic brain injury (TBI) is one of the leading causes of disability among children and young adults in the United States. According to the Centers for Disease Control and Prevention, each year an estimated 1.5 million Americans sustain a TBI. While a TBI may result in cognitive, emotional, sensory, and motor impairments, this bulletin will address assistive technology solutions for cognitive disabilities which include short and long term memory loss, sleep disorders, difficulty concentrating and processing information, inability to complete more than one task at a time, or organizational difficulties.

"Home-made" aids are simple solutions for many types of cognitive problems. A large print calendar is an important tool to note daily routines, appointments, special occasions, and future events. For some individuals, reading a clock with hands may be difficult. An alternative choice may be a digital clock displayed in clear view. A Talking Clock and Talking Calendar will announce the time of day and date aloud with the push of a button, and can be accessed as many times as the individual needs the information. For those needing reminders across environments, talking watches with date and time features are also available.

A checklist may be used to help remind a person to complete certain tasks. For example, a daily checklist placed inside the door to a home may include reminders like, "take house key", "turn off iron" and "lock front door". Home-made labels can also help people remember the contents of a drawer or closet and can be made using words or pictures.

Small voice recorders on keychains or message recorders can be pre-recorded with reminder messages including appointments, telephone numbers, grocery lists, or prescription refills. Slightly more elaborate memo recorders, like the Voice Cue have clocks and alarms that can be programmed to make specific announcements, some at the same times each day of the week. When set ahead of time, a device called the Watch Minder® can remind a person to do specific tasks like "call home" or "go to work".

Handheld microcomputers, such as the Palm Pilot ®, use touch screen capability and allow an individual to easily input, save, and retrieve notes, telephone numbers, dates and daily reminders, and to-do lists. A built-in calendar displays the entire month at a glance while cursor controls allow scrolling from day-to-day or month-to month.

The Visual Assistant is a handheld microcomputer that provides task-prompting support by providing digital pictures, along with custom recorded audio messages that provide step-by-step instructions.

The Ultra Key Seeker beeps and flashes to assist in locating lost keys. A vibrating alarm clock called the Shake Awake® can be placed inside a pillowcase or under the mattress to assist with varied sleep patterns, such as insomnia and reversed sleep-wake schedules.

The Pill Alert provides an alarm feature that can be set to ring at the time or times medication needs to be taken. Some reminders automatically reset to repeat at the same countdown interval, or have lights that identify the compartment that should be opened. Medication alert devices may be pocket-sized or housed in a wristwatch.

The Boil Alert is a round, 3.5" heat-resistant glass disk that is placed at the bottom of a pot or kettle to assist those individuals who may enjoy cooking but become distracted. The device alerts the individual by rattling when liquid starts to boil inside the pot or kettle. A Stove Power Controller is equipped with an alarm that may be set for 15, 30, or 60-minute intervals before the automatic shut-off occurs. This device may be helpful to those who may forget that the electric stove is on.

The Talking Microwave II provides voice prompts, including announcements for setting or running cook times, current power level, status of the microwave and reminders to attend to the food.

For more information on both traumatic brain injury and AT devices and services, please contact Disability Rights New Jersey (DRNJ), New Jersey's protection and advocacy system for people with disabilities. DRNJ provides legal and non-legal advocacy services, technical assistance and training, information and referral, and outreach and education in support of the human, civil and legal rights of people with disabilities. Call 1-800-922-7233 or 1-800 DIAL TEC in New Jersey, or access our website at http://www.drnj.org/atac/.

This bulletin was written in collaboration by ATAC and the Protection & Advocacy for Individuals with Traumatic Brain Injury (PATBI) Programs. PATBI is funded by the U.S. Department of Health and Human Services, Health Resources and Services Administration. ATAC is funded by a grant from the U.S. Department of Education, National Institute on Disability and Rehabilitation Research (NIDRR/ED), through the New Jersey Department of Labor, Division of Vocational Rehabilitation Services. ATAC and PATBI are administered by DRNJ, New Jersey's designated protection and advocacy system for people with disabilities.

# data[].attributes.attachment_link.title
Assistive Technology for Individuals with Traumatic Brain Injury | BrainLine

# data[].attributes.attachment_link.description
Traumatic brain injury (TBI) is one of the leading causes of disability among children and young adults in the United States. According to the Centers for Disease Control and Prevention, each year an estimated 1.5 million Americans sustain a TBI.

# data[].attributes.headline
Teaching Strategies for Students with Traumatic Brain Injury

# data[].attributes.subject
Teaching Strategies for Students with Traumatic Brain Injury

# data[].attributes.attachment_link.readable_text
Teaching Strategies
Traumatic Brain Injuries

Students with traumatic brain injuries are becoming increasingly more prevalent. Brain injury can result from two types of trauma: 1) external events, such as closed head trauma or an object penetrating the brain; or 2) internal events, such as cerebral vascular accidents, tumors, ingestion of toxic substances, hypoxia, or infections of the brain. These students often exhibit one or more of the following symptoms: short-term memory problems, serious attention deficits, behavior problems, problems of judgment, and serious anxiety attacks.

Strategies That Can Be Used With Students Who Have Traumatic Brain Injuries

Changes in symptoms and condition can occur at any time. This may require changes in accommodations, as well as in education programs. (Some of the strategies listed in the section on learning disabilities may also be appropriate.)

Demonstrate new tasks, and provide examples, charts, and other graphic cues when possible to illustrate ideas and concepts.

State instructions clearly and go over each step to make sure the student understands instructions.

Paraphrase information to help with recall.

Review and summarize often.

Repeat all key points.

Provide ample time for task completion. Students with traumatic brain injuries often need extra time to process information and complete tasks as well as to respond to verbal cues and instructor questions.

Encourage the use of schedules, checklists, and notebooks to assist in organizing daily information.

Break assignments into smaller parts. Break complex tasks down into steps.

Be prepared for reduced stamina and increased fatigue.

Allow students to tape record lectures.

Assist student in obtaining a note taker.

Have the student sit in the front of the class: this helps with attention, concentration, and also minimizes distractions.

Information Courtesy of Guilford Technical Community College. Used with permission.

# data[].attributes.attachment_link.title
Traumatic Brain Injuries -- Teaching Strategies

# data[].attributes.attachment_link.description
Students with traumatic brain injuries are becoming increasingly more prevalent. Brain injury can result from two types of trauma: 1) external events, such as closed head trauma or an object penetrating the brain; or 2) internal events, such as cerebral vascular accidents, tumors, ingestion of toxic substances, hypoxia, or infections of the brain.

# data[].attributes.headline
Information technology must be accessible to people with disabilities. 

# data[].attributes.subject
Information technology must be accessible to people with disabilities. 

# data[].attributes.body
A standard set by United States Access Board regarding Section 508 - the Rehabilitation Act. Section 508 requires any ICT to be accessible to people with disabilities.

https://www.section508.gov/

https://www.uspto.gov/about-us/organizational-offices/office-chief-information-officer/section-508-rehabilitation-act#heading-3

https://cielo24.com/2015/03/captioning-for-section-508-compliance/

# data[].attributes.attachment_link.readable_text
It's important for educational institutions to stay on top of the news about new federal regulations regarding accessibility laws and to comply with them. A case in point was passage of section 508, a 1998 amendment to the Rehabilitation Act of 1973, which requires all electronic and information technology developed, procured, maintained, or used by the federal government to be accessible to people with disabilities.

Although section 508 only applies to electronic information stemming from federal agencies, it does require states which receive funding through the Assistive Technology Act (ATA) to be in compliance with section 508. That would include public universities in those states.

What Section 508 Means for Public Universities

Rutgers is New Jersey's only comprehensive public research university. With branch campuses in New Brunswick, Newark and Camden, Rutgers serves more than 65,000 students and has developed an extensive library of online courses. Because it receives funding through ATA, Rutgers is required to comply with section 508 standards in all of its web-based offerings, including online courses.

Like many public universities across the country, Rutgers has fully embraced captioning for Section 508 & compliance laws and standards. Specifically, Rutgers ensures that disabled individuals can access all of their web-based media materials, including audio and video files. For example, they add alternate text to all web-based images and provide captioning for all files which include audio.

How Compliance Can Boost Business

Universities like Rutgers understand that section 508 is about more than compliance. Disabled Americans represent a huge untapped market for them and for thousands of other public and private sector institutions and businesses. According to the 2010 census, almost 20% of Americans, close to 57 million people, have a documented disability.

Needless to say, these Americans want to complete their educations, and to purchase the products and services offered by businesses. And they're more likely to purchase from companies and enroll at educational institutions that can meet their special needs.

Captioning Improves Student Experience and Performance

Adding features like video captions to course materials like videos makes it easier for all students, not only those with disabilities, to quickly find the information they need. This translates into improved test scores and grades. For example, Robert Keith Collins, an Assistant Professor of American Indian Studies at San Francisco State University, discovered that when he included captions to course videos, his students' grades increased on average by one full letter grade.

Improved grades are just one of the benefits of tools like video search and searchable captions. In addition to facilitating a student's ability to search relevant content, they improve information comprehension and fact retention. They also ensure compliance with government regulations, enhance access and help schools meet their enrollment goals. Clearly there are advantages beyond captioning for section 508 & compliance laws.

Conclusion

Current tools available to caption for Section 508 & compliance laws, represent a win-win scenario for higher education institutions. They ensure compliance with ADA regulations while simultaneously improving enrollment and student performance. Increasingly, forward-thinking media solutions companies are able to provide accessibility tools efficiently and cost effectively for all industries.

Resources for Accessibility:

# data[].attributes.attachment_link.title
Captioning for Section 508 & Compliance - cielo24

# data[].attributes.attachment_link.description
It's important for educational institutions to stay on top of the news about new federal regulations regarding accessibility laws and to comply with them. A case in point was passage of section 508, a 1998 amendment to the Rehabilitation Act of 1973, which requires all electronic and information technology developed, procured, maintained, or used by the federal government to be accessible to people with disabilities.

# data[].attributes.body
"Developmental delay occurs when a child has not reached developmental milestones by the expected time period." This can relate to the "five areas of development": physical, cognitive, communication, social and emotional development and adaptive abilities.

# data[].attributes.attachment_link.title
Do2Learn: Educational Resources for Special Needs

# data[].attributes.attachment_link.description
picture communication cards, songs, games and learning activities for autism, aspergers, fetal alcohol syndrome and disabilities

# data[].attributes.body
What is language impairment?
"Speech or Language Impariment is a problem in communication and can refer to a childs langauge development being...below age level."
Signs of a speech or langauge impariment can range from stuttering and pronunciation issues to having trouble elarning new words.

# data[].attributes.attachment_link.readable_text
Speech or L anguage Impairment i s a problem in communication, and can refer to a child's language development being significantly below age level. A child's communication is considered delayed when the child is noticeably behind peers in the development of speech and/or language skills. Causes of speech and language disorders can include hearing loss, brain injury or disorder, intellectual disability, drug abuse, physical impairments (such as cleft lip or palate), and vocal issues. The cause may also be unknown.

A speech disorder refers to difficulties producing speech sounds or problems with voice quality. A language disorder refers to difficulties in the ability to understand (receptive language) and/or use words or express thoughts (expressive language). Sometimes a child will have both language and speech delays. In most local school districts, speech/language pathologists will conduct testing which helps to determine if there is a disorder.

Speech or language impairment is one of the categories of disability specified in IDEA. This means that a child with a speech or language impairment may be eligible for special education and related services if it adversely affects their education.

Language

Noticeably behind other students in speech and/or language skills development

May have a learning disability (difficulties with reading or written language) with average intelligence

Improper use of words and their meanings

Inability to express ideas

Inappropriate use of grammar when talking or writing

Inability to follow directions

Difficulties in understanding and/or using words in context, both verbally and nonverbally

May hear or see a word but not be able to understand its meaning

May have trouble getting others to understand what they are trying to communicate

Has difficulty remembering and using specific words during conversation, or when answering a question

Asks questions and/or responds to questions inappropriately

Has difficulty discriminating likenesses and differences

Has difficulty breaking words into sounds and syllable

Has difficulty with concepts of time, space, quantity, size, and measurement

Has difficulty understanding and using complex sentences

Has problems understanding rules and patterns for word and sentence formation

Cannot identify pronouns

Cannot retell the events in a story in order

Cannot make predictions, make judgments, draw conclusions

Difficulties with figurative language (such as alliteration, similes, metaphors, personification, and idioms)

Cannot give clear directions

Cannot summarize essential details from hearing or reading a passage, nor distinguish relevant from irrelevant information

Has difficulty understanding and solving math word problems (one or multi-step)

Will not initiate conversations

Has difficulty reading what others communicate through facial expressions and body language

Repeats what is said or what is read, vocally or subvocally (under breath)

Uses gestures when talking or in place of talking

Is slow to respond during verbal interaction or following verbal cues

Cannot identify or use different language in written work (expository, descriptive or narrative)

Cannot write an organized paragraph

Speech

Noticeably behind other students in speech and/or language skills development

Trouble forming sounds (called articulation or phonological disorders)

Difficulties with the pitch, volume, or quality of the voice

May display stuttering (dysfluency), an interruption in the flow of speech

Omits or substitutes sounds when pronouncing words

May have trouble getting others to understand what they are trying to say

May have trouble with the way their voice sounds

Is echolalic (repeats speech)

Does not use appropriate speaking volume (too loud or too soft)

May have breathy, harsh, husky or monotone voice

Continually sounds congested

Sounds nasal and voice may have a "whining" quality

Has abnormal rhythm or rate of speech

Frequently prolongs or repeats sounds, words, phrases and/or sentences during speech

Has unintelligible (cannot be understood) or indistinct speech

Academics & Behavior

Overall academic achievement may be lower than expected

Word knowledge may be below expectancy

Word substitutions may occur frequently in reading and writing (when copying)

Hesitates or refuses to participate in activities where speaking is required

Is inattentive and has difficulty with concentration

May not initiate or maintain eye contact

May become easily frustrated

Has difficulty following directions

Must be "shown" what to do

Has trouble understanding information from what is seen, heard or felt

May be embarrassed by speech, regardless of age

Acts impulsively, and may respond before instructions are given out

May isolate themselves from social situations

Physical

May be conditions in the student's medical/developmental history, such as cleft lip and/or palate, cerebral palsy, muscular dystrophy, brain injury or disorder, aphasia, hearing loss, ear surgery, facial abnormalities, or congenital (present at birth) disorders

Has frequent allergy problems or colds

Has oral muscular coordination slower than normal

Displays clumsiness or seems to be uncoordinated

Strategies for Speech or Language Impairment

# data[].attributes.attachment_link.keywords[]
picture exchange communication system cards

# data[].attributes.attachment_link.title
Do2Learn: Educational Resources for Special Needs

# data[].attributes.attachment_link.description
Speech or L anguage Impairment i s a problem in communication, and can refer to a child's language development being significantly below age level. A child's communication is considered delayed when the child is noticeably behind peers in the development of speech and/or language skills.

# data[].attributes.body
According to the CDC, "early intervention services might include family training...and home visits;...physical, or speech therapy;...health, nutrition, social work, and assistance.... coordination; assistive technology devices and services etc."

# data[].attributes.attachment_link.provider_name
Centers for Disease Control and Prevention

# data[].attributes.attachment_link.readable_text
Both early intervention and school-aged services are available through our nation's special education law-the Individuals with Disabilities Education Act (IDEA). Part C of IDEA deals with early intervention services (birth through 36 months of age), while Part B applies to services for school-aged children (3 through 21 years of age). Even if your child has not been diagnosed with cerebral palsy (CP), he or she may be eligible for IDEA services.

Part C of IDEA: Early Intervention for Babies and Toddlers

Early intervention services can help children from birth through 36 months of age learn new skills, whether they have been identified recently with motor and movement delays or already have a CP diagnosis. Early intervention services can start even before a CP diagnosis is made.

Depending on the child's needs, early intervention services might include family training, counseling, and home visits; occupational, physical, or speech therapy; hearing loss services; health, nutrition, social work, and assistance with service coordination; assistive technology devices and services; and transportation.

Before Part C services start, an Individual Family Service Plan (IFSP) is developed by a team, which includes the parents and all providers who work with the child and the family. The IFSP describes the child's present level of development, the family's strengths and needs, the specific services to be provided to the child and the family, and a plan to transition to public school.

To learn more about early intervention services for babies and toddlers, visit the Center for Parent Information and Resources websiteexternal icon .

Part B of IDEA: Services for School-Aged Children

Services for school-aged children with developmental disabilities (3 through 21 years of age) are provided free of charge through the public school system. Among the services covered under IDEA are special education; related services such as physical, occupational, and speech therapy; and supplementary aids and services, such as adaptive equipment or special communication systems.

Before Part B services start, an Individualized Education Plan (IEP) is developed for children 3 through 21 years of age who qualify for special education services from school districts. An IEP is similar to an IFSP, but more focused on the child's goals rather than on the family's goals.

To learn more about Part B services for school-aged children, visit the Center for Parent Information and Resources websiteexternal icon .

# data[].attributes.attachment_link.keywords[]
data and statistics about cerebral palsy

# data[].attributes.attachment_link.title
Individuals with Disabilities Education Act (IDEA) Services | CDC

# data[].attributes.attachment_link.description
Both early intervention and school-aged services are available through our nation's special education law-the Individuals with Disabilities Education Act (IDEA). Part C of IDEA deals with early intervention services (birth through 36 months of age), while Part B applies to services for school-aged children (3 through 21 years of age).

# data[].attributes.headline
Assistive Technology for developmentally delayd young learners

# data[].attributes.subject
Assistive Technology for developmentally delayd young learners

# data[].attributes.body
One area in which chidlren who are developmentally delyed struggle most is reading and writing. Audiobooks have been shown to help students struggling in this area.

# data[].attributes.attachment_link.title
Assistive Technology to Help Students with Developmental Delays Succeed Academically

# data[].attributes.attachment_link.description
Spread the loveDevelopmental delays can affect almost every area of a child's life. This broad issue can cover any possible milestone that a child doesn't meet according to the expected timeline, including speech or movement. While children with developmental delays can still be successful, it will require some additional help from patient teachers.

# data[].attributes.headline
How to help students who may be developmentally delayed

# data[].attributes.subject
How to help students who may be developmentally delayed

# data[].attributes.body
There are many ways a teacher can assist their students in reaching their goals.
Physical development:Give students the chance to use handeld tools and objects during planned activities.
Cognitive development: Let students finish tasks at their own pace (without being pressured or rushed)
Communication development: Using pictures to emphasized what is being discussed as well as labeling items in the classroom
Social/Emotional development: Teach students how to communicate their feelings in a healthy way. Also have students interact more with their peers.
Adaptive behavior: Keep students on a routine and find ways to encourage using simple life skills in every day use.

# data[].attributes.attachment_link.readable_text
It is important to implement strategies that address the needs of the individual. We recommend that you apply these strategies across home, school, and community contexts.
Go to the Site Map for a full list of resources and activities!

Adaptive Behavior (everyday skills for functioning)

# data[].attributes.attachment_link.keywords[]
picture exchange communication system cards

# data[].attributes.attachment_link.title
Do2Learn: Educational Resources for Special Needs

# data[].attributes.attachment_link.description
It is important to implement strategies that address the needs of the individual. We recommend that you apply these strategies across home, school, and community contexts. Go to the Site Map for a full list of resources and activities! Adaptive Behavior (everyday skills for functioning)

# data[].attributes.body
Using certain aids like audiobooks and computers can help keep students attention on a task. Speech recongition software can help students speak out more while also learning new vocabulary words.

# data[].attributes.attachment_link.title
Assistive Technology to Help Students with Developmental Delays Succeed Academically

# data[].attributes.attachment_link.description
Spread the loveDevelopmental delays can affect almost every area of a child's life. This broad issue can cover any possible milestone that a child doesn't meet according to the expected timeline, including speech or movement. While children with developmental delays can still be successful, it will require some additional help from patient teachers.

# data[].attributes.headline
How Assistive Technology can benefit students struggling with speech.

# data[].attributes.subject
How Assistive Technology can benefit students struggling with speech.

# data[].attributes.body
Low tech options: vocabulary boards, alphabet and spelling boards, theme or topic based activities.
Mid tech: talkbar or audio based picture and card holders.
High tech: eye gaze machine (students use their eyes to control instead of hands)

# data[].attributes.attachment_link.readable_text
Communication Boards- boards that display words, phrases and the alphabet. Low tech communication boards are simply boards made from foam or cardboard and the child points to what they are trying to say. Some examples are:

Categorized boards

Theme or topic based communication boards

Theme And Language Kit (T.A.L.K)

Core Vocabulary Boards

Alphabetic and Spelling Board

GoTalk 20+- 100 message capacity with 5 recording levels and 15 minutes of recording time

QuickTalker 12- holds 7 message locations, 5 levels, and 12 minutes of recording time

Talk Bar- holds 6 cards at a time with 10 second audio messaging

Image Image Image

DynaVox- reads words and phrases out loud when user touches the words

Eye Gaze Machine - eyes control the machine rather than pressing buttons

# data[].attributes.attachment_link.title
Assistive Technology for SLI - AT for Speech or Language Impairment

# data[].attributes.attachment_link.description
Communication Boards- boards that display words, phrases and the alphabet. Low tech communication boards are simply boards made from foam or cardboard and the child points to what they are trying to say.

# data[].attributes.body
Talk bar

# data[].attributes.body
A detailed review of the Assistive Technology instruments for children w/Multiple Disabilities used by professionals.

# data[].attributes.body
A customized handout with larger text size can be given to students who have visual impairments.

# data[].attributes.body
Replacing the reading test with oral test will be helpful for students with visual impairments.

# data[].attributes.body
Student with visual impairments could sit in front of the class or close to the board.

# data[].attributes.body
Students with serious visual impairments or blindness will be benefited by the Braile materials.

# data[].attributes.headline
According to American Psychiatric Association

# data[].attributes.subject
According to American Psychiatric Association

# data[].attributes.body
Intellectual disability involves problems with general mental abilities that affect functioning in two areas:

Intellectual functioning (such as learning, problem solving, judgement).

Adaptive functioning (activities of daily life such as communication and independent living).

Additionally, the intellectual and adaptive deficit begin early in the developmental period. Intellectual disability affects about 1% of the population, and of those about 85% have mild intellectual disability. Males are more likely than females to be diagnosed with intellectual disability.

# data[].attributes.attachment_link.description
Learn about intellectual disability, including symptoms, risk factors, treatment options and answers to common questions.

# data[].attributes.headline
5 Most Common Types of Intellectual Disabilities

# data[].attributes.subject
5 Most Common Types of Intellectual Disabilities

# data[].attributes.body
The common types of intellectual disabilities include autism, Down syndrome, fragile x syndrome, fetal alcohol syndrome, and Prader-Willi syndrome. Intellectual disabilities can be due to health problems, genetic conditions, environmental factors, and problems during pregnancy and birth. Individuals diagnosed with intellectual disabilities tend to experience general learning challenges and may take a little longer to develop social and practical skills.

Intellectual disability is the impairment of cognitive functioning, characterized by having an IQ of less than 70, given the average IQ is 100. It is also characterized by impairment in adaptive functioning where individuals experience difficulties carrying out daily activities such as communication, socialization, and independent living.

# data[].attributes.attachment_link.readable_text
Intellectual disabilities can be due to health problems, genetic conditions, environmental factors, and problems during pregnancy and birth. The common types of intellectual disabilities include autism, Down syndrome, fragile x syndrome, fetal alcohol syndrome, and Prader-Willi syndrome.

Intellectual disability is the impairment of cognitive functioning, characterized by having an IQ of less than 70, given the average IQ is 100. It is also characterized by impairment in adaptive functioning where individuals experience difficulties carrying out daily activities such as communication, socialization, and independent living.

Individuals diagnosed with intellectual disabilities tend to experience general learning challenges and may take a little longer to develop social and practical skills.

Intellectual disabilities can be due to health problems, genetic conditions, environmental factors, and problems during pregnancy and birth.

The common types of intellectual disabilities include autism, Down syndrome, fragile x syndrome, fetal alcohol syndrome, and Prader-Willi syndrome.

If you want to learn the various types of intellectual disabilities in detail, we've compiled a comprehensive guide below. Check it out.

1. Down's syndrome is an intellectual disability stemming from having a part of or an extra copy of chromosome 21 in the DNA. It is the most common chromosomal cause of mild to moderate intellectual disabilities in children. Down syndrome affects development in children with down syndrome reaching key developmental stages later than the rest of the same age children. Down syndrome's common symptoms include slow learning, short attention span, impulsive behavior, poor judgment, and delayed language and speech development. Children with Down syndrome have poor muscle tone, making them take longer to learn how to make some movements such as turning over, walking, standing, and sitting. Some of the physical characteristics of individuals with Down syndrome include flattened facial profile and nose, upward slanting eyes, and small head, ears, and mouth.  Additionally, individuals with Down syndrome are prone to other health factors such as heart abnormalities, hearing loss, autism, vision problems, and respiratory conditions. Although children with down syndrome have a slower development rate, they will eventually meet all or any of the development milestones. Also, the lifespan of individuals with Down syndrome has increased due to increased research and technology in the area.

2. Fragile X Syndrome is the most prevalent form of inherited developmental and intellectual disability. This genetic disorder results from a change or mutation in the X chromosome. The disability affects the development of a person, more so in the areas of learning and behavior. What's more, it can affect physical appearance, communication skills, and sensitivity to the individual's light and noise with intellectual disability.  It is worth noting that the fragile x syndrome disability is more prevalent in boys than girls.  Individuals with fragile x syndrome do not exhibit the same signs and symptoms. However, they have common signs, including:

Problems with speech and language

Attention disorders Problems with hyperactivity

Anxiety  Developmental delay

Problems processing sensory information

Aggressiveness (ADHD)

Trouble making eye contact

3. 3. Fetal Alcohol Syndrome

Fetal alcohol syndrome is an intellectual disability caused by exposure to alcohol during pregnancy. Women who drink alcohol during pregnancy expose their children the risk of this disability. The severity of the disability depends on the child's level of exposure to alcohol during pregnancy, where mothers who drink large quantities of alcohol during pregnancy increase the risk of severe symptoms in their children.  The common symptoms found in children with fetal alcohol syndrome include:

Facial, limb, and joint deformities

Poor memory and judgment

Learning disabilities

Poor social skills

Sensory difficulties, including hearing and vision

Heart problems and defects

Behavioral problems

Slow physical growth

To avoid the possibility of having cases of fetal alcohol syndrome, pregnant women are advised to avoid alcohol at all costs. Also, in some countries such as the United States, mothers who give birth to children with fetal alcohol syndrome are at risk of their children being taken away from them, as stated by the law. Most of the symptoms of the disability can be reversed if early intervention is considered, such as surgeries to correct heart and neurological problems.

4. 4. Prader-Willi Syndrome (PWS)

Prader-Willi syndrome is a genetic disorder occurring due to a problem with a part of chromosome 15. Babies born with the disability are poor feeders at infancy. Still, the feeding habit changes at the age of two, where the kids' hunger becomes insatiable, making them unable to control their appetite. The voracious hunger leads to problems such as diabetes and obesity.  Symptoms of individuals with Prader-Willi syndrome include:

Intellectual disability (problem-solving, language, and math difficulties)

Poor muscle tone

Diabetes Obesity

Short stature

Hyperphagia

Emotional difficulties

Skin picking

Hormone deficiencies

Sleep issues such as sleep apnea

Children below the age of two tend to exhibit developmental delays, weak cry, feeding difficulties, and undernourishment. During the teenage years, Prader-Willi syndrome leads to delayed puberty, increased risk of scoliosis, and increased social skill deficiencies.  Interventions at an early age can help manage the symptoms of Prader-Willi, more so in the areas of intellectual ability of the child.

Is this article worth reading

Intellectual Disability

How is an intellectual disability defined? Many institutions have deliberated on...

# data[].attributes.attachment_link.title
5 Most Common Types of Intellectual Disabilities

# data[].attributes.attachment_link.description
Intellectual disabilities can be due to health problems, genetic conditions, environmental factors, and problems during pregnancy and birth. The common types of intellectual disabilities include autism, Down syndrome, fragile x syndrome, fetal alcohol syndrome, and Prader-Willi syndrome. Intellectual disability is the impairment of cognitive functioning, characterized by having an IQ of less than 70, given the average IQ is 100.

# data[].attributes.headline
Types of assistive technology for IDs and their applications

# data[].attributes.subject
Types of assistive technology for IDs and their applications

# data[].attributes.body
Assistive technology is a supplementary solution to be given to the person with disabilities of any kind to fill the gap caused by those. These can be classified as

Cognition aids: These are employed to assist people lacking in memory retention, attention, and thinking skills. Time management tools, graphic organizers, activity planners and reminders are the popular examples of cognition aids.

Educational aids: Screen readers, voice recognition programs, text-to-speech software, graphic organizers, proof-reading software, etc. to provide ease of reading and writing for students with sensory and intellectual deficits.

Communication aids: Audio books, communication cards, etc. help enable communication in augmentative manner, and sometimes, as an alternative to speech too.

Math tools: Certain speech recognition software are designed to allow students to do calculations over microphone and display results to the evaluator.

# data[].attributes.attachment_link.readable_text
Last Updated on February 4, 2022 by Editorial Team

Intellectual disabilities grapple about 8% of the US population, according to an NCBI finding. Lack of intellectual curiosity, or of power to question or reason or take interest in exploring is a big elephant that needs addressing. Usually, people are judged on the basis of their academic performance, communication skills, etc. It cuts off a major chunk of creative and highly imaginative individuals who may have a different set of skills other than those set as benchmarks.

Thanks to the inclusive model of education that accommodations are made available to students with intellectual disabilities. Using these resources, such students can also learn and absorb things like their peers! This significant change is attributed to assistive technology for students with intellectual disabilities.
Let's explore in this post:

Examples of assistive technology in the classroom to accommodate intellectual disabilities

How assistive technology helps intellectually deficient students

Types of assistive technology and their applications

Challenges of implementing assistive technology

Here we go!
An institute that offers accommodations earns the requisite recognition from authorities when its classrooms are equipped enough to help students with intellectual deficiencies. These technology-assisted classrooms are designed with tools to help intellectually disabled students with diverse learning needs. The tools help them to demonstrate their abilities and be as responsive in class as their non-disabled classmates. In a typical classroom provided with assistive technology, you can expect featureslike:

Tools of common use such as hearing aids,

Pens with special grip,

Alternative computer peripherals like keyboards and mouse

speech-to-text recognition tools

spell and grammar checkers

touch control devices

AT visualizers

Advanced computer-enabled communication tools

Graphic Organizers

The idea behind using these AT accommodations is to make the classroom environment suitably comfortable for students with diverse learning needs. These assistive technology devices help work the way around disabilities and provide the learners with fair chances to be at par with their peers. It is observed that the students managing intellectual disabilities suffer from a lack of cognition, social skills, and have various learning difficulties to overcome.

How assistive technology helps intellectually deficient students?

The need to ease the learning process with assistive tools got the right solution in technological interventions. Artificial intelligence and predictive modeling techniques have paved the way for the introduction of AT devices for intellectually deficient students. It is the encouraging outcomes that have ignited the interest of the educational authorities towards the use of AT devices and solutions.

McNicholl, et al, in their study concluded that ATs can increase social participation and extract better engagement from intellectually challenged students. Motivation to read and write can be strengthened by the use of assistive technology in education.

Socially assistive robots and their roles are explained by Dr. Christine, in the review of AT for training individuals with ASDs. The review concludes that SARs prove their efficacy in building social skills like eye contact maintenance, imitation skill, and other verbal communication abilities. Hence, the overall participation of intellectually disabled students increases and improves in quality.

The role of assistive technology is not operational in nature alone. Since the students find comfortable solutions that complement their needs perfectly, they open up more freely and display better confidence in solving problems and expressing knowledge. When their basic problems of organizing thoughts, doing numbers, or expressing ideas are solved, they can concentrate on applying their real talent and deliver desired outcomes, sometimes even better than those considered 'non-disabled'.

In essence, the role of ATs is to act as a link that is normally missing between the students with intellectual deficits and their environs. The improvement in cognition and communicability allow such students to actively participate, communicate and receive information correctly, which is quite necessary for knowledge build-up.

Types of assistive technology for IDs and their applications

Assistive technology is a supplementary solution to be given to the person with disabilities of any kind to fill the gap caused by those. These can be classified as:

Cognition aids: These are employed to assist people lacking in memory retention, attention, and thinking skills. Time management tools, graphic organizers, activity planners and reminders are the popular examples of cognition aids.

Educational aids: Screen readers, voice recognition programs, text-to-speech software, graphic organizers, proof-reading software, etc. to provide ease of reading and writing for students with sensory and intellectual deficits.

Communication aids: Audio books, communication cards, etc. help enable communication in augmentative manner, and sometimes, as an alternative to speech too.

Math tools: Certain speech recognition software are designed to allow students to do calculations over microphone and display results to the evaluator.

All the AT devices mentioned above serve the needs of students having different kinds of intellectual disabilities. Since the focus is always on encouraging participation in education and making the subjects feel and act as non-disabled peers, their use should be recommended after a thorough analysis of the requirement of the individual. One size does not fit all when it comes to assistive technology devices, remember that!

Challenges of implementing assistive technology

Assistive technology implementation and adoption rate is low at present. Especially in low and middle-income groups, finances pose a challenge. The students may get support in the classroom, but what about practicing at home? This gap is quite glaring and the search for solutions for the same is still on. A need for national policy to provide assistive technology solutions has been felt for uniform implementation.

Training need for using AT devices is another detriment to seamless adoption. The personnel at work and the teachers at school have to be adequately familiar with the product and its use to not get distracted from the assistive solutions they wear or wield.

Integration with the usual work environment has to be smooth. Assistive technology is supposed to be an enabler of the learning process. Hence, the make and the application have to match the comfort level of the user. Thus, the product development thorough customization and eventually, further improvement, needs continuous evaluation and refining.

Take Away

It is society's loss if the hidden talents of people with intellectual disabilities are not recognized, refined, and put to use. To get a better workforce from the given population, the educational needs of all sorts of learners should be met. Assistive technology helps decrease the chances of dropouts and offers requisite help to people with different learning abilities to accomplish their academic endeavors, and also, to live a life of reduced dependence on others. For intellectual deficiencies, assistive technology comes as a workable solution and helps find the way around these. The only concerns may be the want for adequate training in the use of ATs and the cost involved!
References:
[1] Sarah Ko & Linda S. Petty (2020) Assistive technology accommodations for post-secondary students with mental health disabilities: a scoping review, Disability, and Rehabilitation: Assistive Technology Journal

[2] Adelman, H. S., & Taylor, L. (1986). Summary of the survey of fundamental concerns confronting the LD field. Journal of Learning Disabilities, 19(7), 391-393.

[3] Aoife McNicholl, Hannah Casey, Deirdre Desmond & Pamela Gallagher (2021) The impact of assistive technology use for students with disabilities in higher education: a systematic review, Disability, and Rehabilitation: Assistive Technology, 16:2, 130-143

[4] Effects of assistive technology for students with reading and writing disabilities, Idor Svensson, Et al, Disability Rehabilitation Assistive Technology, 2021 Feb;16(2):196-208.

# data[].attributes.attachment_link.title
Assistive Technology For Students With Intellectual Disabilities - Number Dyslexia

# data[].attributes.attachment_link.description
Intellectual disabilities grapple about 8% of the US population, according to an NCBI finding. Lack of intellectual curiosity, or of power to question or reason or take interest in exploring is a big elephant that needs addressing. Usually, people are judged on the basis of their academic performance, communication skills, etc.